An examination of knowledge prioritisation in secondary physical education teacher education courses

A number of terms have been used to describe knowledge needed for teaching, one of which is subject knowledge. How knowledge for teaching is conceptualised in teacher education prioritises some knowledge bases over other knowledge bases. Further, knowledge prioritised by student teachers is influenced by socialisation prior to and during an initial teacher education course and priorities for student teachers as they develop as teachers. Previous research in physical education teacher education points to the pre-eminence of content knowledge above other knowledge bases. The purpose of this study was to look at what knowledge is prioritised by student teachers, school-based mentors and university tutors working on three secondary physical education initial teacher education courses in England. Results showed that content knowledge was seen as having greater importance for student teachers and mentors, but university tutors generally conceptualised subject knowledge more broadly, suggesting that it should be seen as covering a number of knowledge bases needed for teaching. These results are discussed in relation to socialisation processes in education and phases of development. Although there is a clear physical education focus to this work, it is possible that student teachers learning to teach other subjects may also focus excessively on subject content knowledge above other knowledge bases

The development of knowledge for teaching physical education in secondary schools over the course of a PGCE year

There has been a considerable amount of work on what knowledge student teachers need to develop to become effective teachers. The purpose of this study was to look at the development of knowledge of student physical education teachers in England. Six secondary student physical education teachers completed a journal on a monthly basis throughout their one year course. The student teachers and their mentors were interviewed in school towards the end of their course in June. Responses were analysed inductively. Results showed that knowledge important to develop, knowledge developed and knowledge which still needs to be developed at the end of the course was all related to content knowledge and pedagogical knowledge which they could apply in the immediate practical teaching situation. The results are discussed in relation to the development of student physical education teachers knowledge for teaching

Does knowing stuff like PSHE and citizenship make me a better teacher?: Student teachers in the teacher training figuration

One of the key elements of figurational sociology is the emphasis on understanding complex networks of interdependencies in which people are involved. The focal point of this paper is the process of initial teacher training (ITT) and the relationships of which student teachers are part during their ITT course. The paper does not look at what student teachers ought to think; rather, it is an exploration of why student teachers may think the way they do. The paper uses data which was collected as part of a larger project funded by a Teacher Training Agency small research grant. Results suggest that student teachers value aspects of their course differently. In particular, student teachers value university practical sessions and school-based experiences over university-based theory sessions, which are considered irrelevant to the actual practice of teaching. Despite attempts by university tutors to engage student teachers in academic discourses about the nature of physical education (PE), student teachers’ perceptions of PE did not change during their course. Further, student teachers perceived conflict between the university-based theoretical elements and the school-based elements of the course

Another look at the credit-output link

Credit ; Monetary policy

Adhesive coating eliminated in new honeycomb-core fabrication process

Technique eliminates use of silicone-based adhesive material as bonding medium. Adhesive requires precise time-temperature cure. Prepreg resin is used as bonding medium, and each layer is laminated together to form honeycomb billet. Process can be used in any application where nonmetallic honeycomb core is being fabricated

Formation of Cosmic Dust Bunnies

Planetary formation is an efficient process now thought to take place on a relatively short astronomical time scale. Recent observations have shown that the dust surrounding a protostar emits more efficiently at longer wavelengths as the protoplanetary disk evolves, suggesting that the dust particles are coagulating into fluffy aggregates, "much as dust bunnies form under a bed." One poorly understood problem in this coagulation process is the manner in which micron-sized, charged grains form the fractal aggregate structures now thought to be the precursors of protoplanetary disk evolution. This study examines the characteristics of such fractal aggregates formed by the collision of spherical monomers and aggregates where the charge is distributed over the aggregate structure. The aggregates are free to rotate due to collisions and dipole-dipole electrostatic interactions. Comparisons are made for different precursor size distributions and like-charged, oppositelycharged, and neutral grains

Reconstruction of eolian bed forms and paleocurrents from cross-bedded strata at Victoria Crater, Meridiani Planum, Mars

Outcrop exposures imaged by the Opportunity rover at Victoria Crater, a 750 m diameter crater in Meridiani Planum, are used to delineate sedimentary structures and further develop a dune-interdune depositional model for the region. The stratigraphy at Victoria Crater, observed during Opportunity's partial traverse of its rim, includes the best examples of meter-scale eolian cross bedding observed on Mars to date. The Cape St. Mary promontory, located at the southern end of the rim traverse, is characterized by meter-scale sets of trough cross bedding, suggesting northward migrating sinuous-crested bed forms. Cape St. Vincent, which is located at the opposite end of the traverse, shows tabular-planar stratification indicative of climbing bed forms with meter- to decameter-scale dune heights migrating southward. Promontories located between Cape St. Mary and Cape St. Vincent contain superposed stratigraphic units with northward and southward dipping beds separated by outcrop-scale bounding surfaces. These bounding surfaces are interpreted to be either reactivation and/or superposition surfaces in a complex erg sea. Any depositional model used to explain the bedding must conform to reversing northward and southward paleomigration directions and include multiple scales of bed forms. In addition to stratified outcrop, a bright diagenetic band is observed to overprint bedding and to lie on an equipotential parallel to the preimpact surface. Meter-scale cross bedding at Victoria Crater is similar to terrestrial eolian deposits and is interpreted as a dry dune field, comparable to Jurassic age eolian deposits in the western United States

Spin freezing and dynamics in Ca_{3}Co_{2-x}Mn_{x}O_{6} (x ~ 0.95) investigated with implanted muons: disorder in the anisotropic next-nearest neighbor Ising model

We present a muon-spin relaxation investigation of the Ising chain magnet Ca_{3}Co_{2-x}Mn_{x}O_{6} (x~0.95). We find dynamic spin fluctuations persisting down to the lowest measured temperature of 1.6 K. The previously observed transition at around T ~18 K is interpreted as a subtle change in dynamics for a minority of the spins coupling to the muon that we interpret as spins locking into clusters. The dynamics of this fraction of spins freeze below a temperature T_{SF}~8 K, while a majority of spins continue to fluctuate. An explanation of the low temperature behavior is suggested in terms of the predictions of the anisotropic next-nearest-neighbor Ising model.Comment: 4 pages, 2 figure