... Frank Andreas Herold a * & Michael Waring b pages 61-77. ... London : TTA . View all refe... more ... Frank Andreas Herold a * & Michael Waring b pages 61-77. ... London : TTA . View all references) has resulted in a standards-based assessment regime, which continues to shift towards shorter and increasingly school-based ITTE provision (Velija, Capel, Katene, & Hayes, 2008). ...
This paper explores pre-service teachers’ perceptions of subject knowledge as they learn to teach... more This paper explores pre-service teachers’ perceptions of subject knowledge as they learn to teach during a one-year postgraduate certificate in education (PGCE) programme in England. The article examines the impact of pre-service teachers’ previous experiences and individual subject knowledge profiles on their development during their PGCE course. In-depth, semi-structured interviews were conducted with 12 pre-service teachers (6 male; 6 female) over a period of three years at the beginning, middle and end of their 36-week teacher education programme in 2005/6. Pre-service teachers also completed weekly reflective commentaries on their learning to teach via a virtual learning environment (VLE). Analysis of the data involved the use of NVIVO software within a grounded theory framework. Pre-service teachers’ value judgements on aspects of their own subject knowledge, as well as the sources and means through which this knowledge was acquired are identified with a view to augmenting the...
The Computed Tomography (CT) is one main imaging technique in the field of non-destructive testin... more The Computed Tomography (CT) is one main imaging technique in the field of non-destructive testing. Newly, industrial robots are used to manipulate the object during the whole CT scan, instead of just placing the object onto a standard turntable as it was usual for industrial CT the times before. Using industrial ro bots for the object manipulation in CT systems provides an increase in spatial fr eedom and therefore more flexibility for various applications. For example complete C T trajectories concerning the Tuy-Smith Theorem are applied more easily than using conventional manipulators. These advantages are accompanied by a loss of pr ecision in positioning, caused by mechanical limitations of the robotic systems. In this article we will present a comparison of established reconstruction methods for CT with industrial robots using a so-called Automatic Obj ect Position Recognition (AOPR). AOPR is a new automatic method which improves th position-accuracy online by using a priori i...
Page 1. Effective Mentoring within Physical Education Teacher Education Dr. Fiona C. Chambers1 (A... more Page 1. Effective Mentoring within Physical Education Teacher Education Dr. Fiona C. Chambers1 (Author) Professor Kathleen Armour2, Mr. Walter Bleakley3, Dr. Deirdre Brennan3, Mr. Frank Herold2 & Ms. Sinead Luttrell1 ...
Mentoring is a core principle of professional teacher education (Mc Intyre et al 2005) and coach ... more Mentoring is a core principle of professional teacher education (Mc Intyre et al 2005) and coach education (Cassidy et al 2009). Mentoring develops the 'knowledge, skills and professional identity of future teachers (Grossman et al 2009, p273) and coaches (Cassidy et al 2009). This book is a user friendly practical and theoretical guide to the processes involved in effective mentoring. It is written for all those involved in sport and physical education who seek to use mentoring to support learning. It offers the reader a guide to the mentoring process by bringing theories and pedagogical practices of mentoring to 'life' using the voices and experience of mentors and mentees in physical education and sport contexts.
This paper focuses on how physical education (PE) teachers interpreted and implemented a new, min... more This paper focuses on how physical education (PE) teachers interpreted and implemented a new, minimalist and traditionalist National Curriculum for Physical Education (NCPE) in England. Utilising a single-method, cross-sectional design, 43 teachers participated in semi-structured interviews which explored their approach to teaching the new curriculum. Constant Comparative method was used to develop significant themes through the data analysis process. The findings demonstrated that the minimalist nature of the curriculum document provided teachers with limited guidance for teaching and assessment, but was seen as liberating by some. The removal of specific assessment guidance offered curricular freedom, but opportunities for implementing innovative assessment approaches were not seized. The competitive curricular messages were noted, but teachers did not perceive a need for action because of these. The paper concludes that it is unlikely that the latest curriculum reform will have m...
ABSTRACT Much research in teacher education explores the nature of subject knowledge (what?) and ... more ABSTRACT Much research in teacher education explores the nature of subject knowledge (what?) and its importance for teachers and teaching. Other research focuses on the people, processes and contextual factors that influence the development of teacher knowledge (how?). Fewer studies focus on the link between the two. This paper explores the interconnection between the development of subject knowledge and the influence of communities in which the learning is located. Participants followed an initial teacher education (ITE) course in physical education. Data collection consisted of interviews with pre-service teachers and their school-based mentors. Data analysis utilised the constant comparative method. The study found significant gains in the knowledge bases that were investigated. These could only be understood within the context of the communities in which the learning took place. This influence needs to be explicitly recognised, if a more complete understanding of subject knowledge formation on ITE programmes is to be developed.
Following recent education policy and curriculum changes in England, the notion of inclusion of c... more Following recent education policy and curriculum changes in England, the notion of inclusion of children with special educational needs in physical education has increasingly become a topic of research interest and concern. It was the aim of this study to explore personal experiences and perspectives of inclusion in physical education. To this end this study used a series of interviews and observations with a visually impaired (blind) pupil, a physical education teacher and a learning support assistant at a school for children with moderate learning difficulties. The findings highlighted four significant areas of impact: the role of teacher training and development; the role of learning support assistants; resources; and the limitations of the National Curriculum in Physical Education as a framework for inclusion. Recommendations on how to address these issues in order to improve the standards of inclusion for visually impaired pupils in physical education are made.
... Frank Andreas Herold a * & Michael Waring b pages 61-77. ... London : TTA . View all refe... more ... Frank Andreas Herold a * & Michael Waring b pages 61-77. ... London : TTA . View all references) has resulted in a standards-based assessment regime, which continues to shift towards shorter and increasingly school-based ITTE provision (Velija, Capel, Katene, & Hayes, 2008). ...
This paper explores pre-service teachers’ perceptions of subject knowledge as they learn to teach... more This paper explores pre-service teachers’ perceptions of subject knowledge as they learn to teach during a one-year postgraduate certificate in education (PGCE) programme in England. The article examines the impact of pre-service teachers’ previous experiences and individual subject knowledge profiles on their development during their PGCE course. In-depth, semi-structured interviews were conducted with 12 pre-service teachers (6 male; 6 female) over a period of three years at the beginning, middle and end of their 36-week teacher education programme in 2005/6. Pre-service teachers also completed weekly reflective commentaries on their learning to teach via a virtual learning environment (VLE). Analysis of the data involved the use of NVIVO software within a grounded theory framework. Pre-service teachers’ value judgements on aspects of their own subject knowledge, as well as the sources and means through which this knowledge was acquired are identified with a view to augmenting the...
The Computed Tomography (CT) is one main imaging technique in the field of non-destructive testin... more The Computed Tomography (CT) is one main imaging technique in the field of non-destructive testing. Newly, industrial robots are used to manipulate the object during the whole CT scan, instead of just placing the object onto a standard turntable as it was usual for industrial CT the times before. Using industrial ro bots for the object manipulation in CT systems provides an increase in spatial fr eedom and therefore more flexibility for various applications. For example complete C T trajectories concerning the Tuy-Smith Theorem are applied more easily than using conventional manipulators. These advantages are accompanied by a loss of pr ecision in positioning, caused by mechanical limitations of the robotic systems. In this article we will present a comparison of established reconstruction methods for CT with industrial robots using a so-called Automatic Obj ect Position Recognition (AOPR). AOPR is a new automatic method which improves th position-accuracy online by using a priori i...
Page 1. Effective Mentoring within Physical Education Teacher Education Dr. Fiona C. Chambers1 (A... more Page 1. Effective Mentoring within Physical Education Teacher Education Dr. Fiona C. Chambers1 (Author) Professor Kathleen Armour2, Mr. Walter Bleakley3, Dr. Deirdre Brennan3, Mr. Frank Herold2 & Ms. Sinead Luttrell1 ...
Mentoring is a core principle of professional teacher education (Mc Intyre et al 2005) and coach ... more Mentoring is a core principle of professional teacher education (Mc Intyre et al 2005) and coach education (Cassidy et al 2009). Mentoring develops the 'knowledge, skills and professional identity of future teachers (Grossman et al 2009, p273) and coaches (Cassidy et al 2009). This book is a user friendly practical and theoretical guide to the processes involved in effective mentoring. It is written for all those involved in sport and physical education who seek to use mentoring to support learning. It offers the reader a guide to the mentoring process by bringing theories and pedagogical practices of mentoring to 'life' using the voices and experience of mentors and mentees in physical education and sport contexts.
This paper focuses on how physical education (PE) teachers interpreted and implemented a new, min... more This paper focuses on how physical education (PE) teachers interpreted and implemented a new, minimalist and traditionalist National Curriculum for Physical Education (NCPE) in England. Utilising a single-method, cross-sectional design, 43 teachers participated in semi-structured interviews which explored their approach to teaching the new curriculum. Constant Comparative method was used to develop significant themes through the data analysis process. The findings demonstrated that the minimalist nature of the curriculum document provided teachers with limited guidance for teaching and assessment, but was seen as liberating by some. The removal of specific assessment guidance offered curricular freedom, but opportunities for implementing innovative assessment approaches were not seized. The competitive curricular messages were noted, but teachers did not perceive a need for action because of these. The paper concludes that it is unlikely that the latest curriculum reform will have m...
ABSTRACT Much research in teacher education explores the nature of subject knowledge (what?) and ... more ABSTRACT Much research in teacher education explores the nature of subject knowledge (what?) and its importance for teachers and teaching. Other research focuses on the people, processes and contextual factors that influence the development of teacher knowledge (how?). Fewer studies focus on the link between the two. This paper explores the interconnection between the development of subject knowledge and the influence of communities in which the learning is located. Participants followed an initial teacher education (ITE) course in physical education. Data collection consisted of interviews with pre-service teachers and their school-based mentors. Data analysis utilised the constant comparative method. The study found significant gains in the knowledge bases that were investigated. These could only be understood within the context of the communities in which the learning took place. This influence needs to be explicitly recognised, if a more complete understanding of subject knowledge formation on ITE programmes is to be developed.
Following recent education policy and curriculum changes in England, the notion of inclusion of c... more Following recent education policy and curriculum changes in England, the notion of inclusion of children with special educational needs in physical education has increasingly become a topic of research interest and concern. It was the aim of this study to explore personal experiences and perspectives of inclusion in physical education. To this end this study used a series of interviews and observations with a visually impaired (blind) pupil, a physical education teacher and a learning support assistant at a school for children with moderate learning difficulties. The findings highlighted four significant areas of impact: the role of teacher training and development; the role of learning support assistants; resources; and the limitations of the National Curriculum in Physical Education as a framework for inclusion. Recommendations on how to address these issues in order to improve the standards of inclusion for visually impaired pupils in physical education are made.
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