Learning to plan self-controlled physical education: Good vs. problematic teaching examples |
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| Institution: | 1. Universität Hamburg, Faculty of Education, Movement, Games and Sports Education, Von-Melle-Park 8, 20146 Hamburg, Germany;2. Kiel University, Institute of Educational Sciences, Department of Research on Teaching and Teacher Education, Olshausenstr. 75, 24118 Kiel, Germany;1. School of Education, The University of Queensland, Brisbane, Queensland, Australia;2. Faculty of Education, Lakehead University, Thunder Bay, Ontario, Canada;1. Normal College, Qingdao University, Shandong, PR China;2. National Taiwan Normal University, 162, Section 1, He-Ping East Road, Taipei, Taiwan;3. School of Foreign Languages, Qingdao University of Science and Technology, Qingdao, 266061, PR China |
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| Abstract: | Educational research assumes reflection on teaching examples to have positive effects on pre-service teachers' professional development. The role of teaching quality in such examples is unclear, however. In a field experiment with a pre-post-design, we taught “planning self-controlled learning” to 83 undergraduate pre-service physical education teachers and assigned them to three conditions: they either reflected on good teaching or problematic teaching examples or they compared both types of examples. We found that the comparison of examples supported their instruction planning more than reflecting good or problematic teaching examples only. In addition, comparing examples changed the pre-service teachers' beliefs. |
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| Keywords: | Teacher education Examples Case-based learning Self-controlled learning Physical education |
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