Open Access. Powered by Scholars. Published by Universities.®
Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Social and Behavioral Sciences
The Value Of Movement Content Knowledge In The Training Of Australian Pe Teachers: Perceptions Of Teacher Educators, Erik R. Backman, Philip J. Pearson, Gregory J. Forrest
The Value Of Movement Content Knowledge In The Training Of Australian Pe Teachers: Perceptions Of Teacher Educators, Erik R. Backman, Philip J. Pearson, Gregory J. Forrest
Faculty of Social Sciences - Papers (Archive)
The purpose of this paper is to describe, analyse and discuss the statements made by Australian physical education teacher educators (PETE) in terms of how they perceive and value movement content knowledge (CK) in their assessment of movement courses. Drawing on Shulman's perspective of CK, this paper builds on qualitative analysis of in-depth interviews with nine teacher educators from a total of seven PETE universities in New South Wales as well as written unit outlines including assignments from these PETE universities. The main results from the study show that among the participants, movement CK is conceptualised as physical movement performance. …
Middle Leading And Influence In Two Australian Schools, Kylie Lipscombe, Sharon K. Tindall-Ford, Peter Grootenboer
Middle Leading And Influence In Two Australian Schools, Kylie Lipscombe, Sharon K. Tindall-Ford, Peter Grootenboer
Faculty of Social Sciences - Papers (Archive)
Increasingly, educational systems are appreciating the importance of middle leaders leading educational improvement in schools. Schools depend on middle leaders to lead site-based educational development in areas including curriculum development, teacher professional learning and student learning improvement. Middle leaders are in a unique but complex position where they influence both executive leadership and teachers within the school organisation. Adopting case study methodology to investigate the practices and influence of middle leaders leading a school-based educational development project, three semi-structured interviews and artefacts from two middle leaders were collected over eight months. The theory of practice architectures afforded an examination of …