Preservice Teachers’ Practical Knowledge and Their Sources

Authors : Magnus FERRY, Peter ÅSTRÖM, Janerik ROMAR

Pages : 33-57

View : 19 | Download : 12

Publication Date : 2022-04-30

Article Type : Research Paper

Abstract :Becoming a teacher requires preservice teachers insert ignore into journalissuearticles values(PSTs); to interpret experiences from different perspectives because of the reversal role from being a student to being a teacher. For teacher education programs to be most effective, they need to understand the knowledge that PSTs hold and develop in order to optimise professional learning. With an exploratory mixed-method design, this study’s overall aim was to investigate the content of practical knowledge and perceived sources among a group insert ignore into journalissuearticles values(n = 97); of Swedish physical education preservice teachers insert ignore into journalissuearticles values(PSTs);. Their practical knowledge, operationalized through the concept of didactical milestone, were expressed in five different themes: the curriculum insert ignore into journalissuearticles values(what);, the teacher insert ignore into journalissuearticles values(who);, instructions insert ignore into journalissuearticles values(how);, students insert ignore into journalissuearticles values(whom); and the classroom insert ignore into journalissuearticles values(where);. Furthermore, the results showed that PSTs’ practical knowledge was influenced by situations before entering and during teacher education as well as from media, and to some extent, the PSTs’ work experiences. The results also showed that the type of source related to the different themes of practical knowledge. With the help of practical knowledge as construed in this study, teacher educators can assess PSTs’ capacity to reflect on teaching, as well as adjust their own instructional focus.
Keywords : didactical milestones, physical education, teacher education, Sweden, mixed method design