1 research outputs found
The perceived needs of teacher educators as they strive to implement curriculum change
The focus of this study was to explore teacher educators’
experiences as they prepared preservice teachers to implement a
new physical education curriculum, and to identify their
professional needs to support this work. Individual interviews
were conducted with 14 teacher educators who taught in a
physical education teacher education (PETE) programme. Data
were analysed in the spirit of grounded theory [Mordal-Moen &
Green, 2014. Neither shaking nor stirring: A case study of
reflexivity in Norwegian physical education teacher education.
Sport, Education and Society, 19(4), 415–434]. Time to engage with
curriculum, space to come together, leadership to manage the
process, and opportunities to meet together in a professional
capacity were identified as important for implementation of
curriculum change in the PETE programme