Teacher education physical education: In search of a hybrid space
It is argued that a learning environment underpinned by a strengths-based collaborative approach between universities and schools offers extended pre-service teacher learning opportunities and subsequently enhanced preparation. The term “hybrid space” describes the ideal environment of shared partne...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2015-12-01
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| Series: | Cogent Education |
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| Online Access: | http://dx.doi.org/10.1080/2331186X.2015.1027085 |
| _version_ | 1797761969153900544 |
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| author | Timothy Lynch |
| author_facet | Timothy Lynch |
| author_sort | Timothy Lynch |
| collection | DOAJ |
| description | It is argued that a learning environment underpinned by a strengths-based collaborative approach between universities and schools offers extended pre-service teacher learning opportunities and subsequently enhanced preparation. The term “hybrid space” describes the ideal environment of shared partnership where knowledge is jointly created, and consequently, as too is collaborative egalitarianism between stakeholders. This study investigates a possible “hybrid space” course within Physical Education Teacher Education (PETE) in the UK. While much literature discusses the advantages of the “hybrid space” ideal across education disciplines, high-quality research into PETE hybrid spaces is limited, if not non-existent. Hence, the particular course was chosen for data collection as it advocates intricate connections with schools in the local community. Furthermore, the course was awarded “Outstanding” by the national regulatory authority, England and Wales Office for Standards in Education (Ofsted), one of the major reasons explicitly stated was for its community connections. A qualitative, interpretive study using a case study methodology was adopted to examine the successful primary PETE course. The findings offer insights into the ideal of hybrid spaces in PETE, which appear to benefit various stakeholders within communities. The study is significant as it assists teacher educators from around the world, challenged to rethink their connections between university courses and school field experiences through illustrating a highly successful example. |
| first_indexed | 2024-03-12T19:21:37Z |
| format | Article |
| id | doaj.art-317cde7f5ddc4ee8aa7a5729439ba217 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T19:21:37Z |
| publishDate | 2015-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-317cde7f5ddc4ee8aa7a5729439ba2172023-08-02T05:07:25ZengTaylor & Francis GroupCogent Education2331-186X2015-12-012110.1080/2331186X.2015.10270851027085Teacher education physical education: In search of a hybrid spaceTimothy Lynch0Monash University – Berwick CampusIt is argued that a learning environment underpinned by a strengths-based collaborative approach between universities and schools offers extended pre-service teacher learning opportunities and subsequently enhanced preparation. The term “hybrid space” describes the ideal environment of shared partnership where knowledge is jointly created, and consequently, as too is collaborative egalitarianism between stakeholders. This study investigates a possible “hybrid space” course within Physical Education Teacher Education (PETE) in the UK. While much literature discusses the advantages of the “hybrid space” ideal across education disciplines, high-quality research into PETE hybrid spaces is limited, if not non-existent. Hence, the particular course was chosen for data collection as it advocates intricate connections with schools in the local community. Furthermore, the course was awarded “Outstanding” by the national regulatory authority, England and Wales Office for Standards in Education (Ofsted), one of the major reasons explicitly stated was for its community connections. A qualitative, interpretive study using a case study methodology was adopted to examine the successful primary PETE course. The findings offer insights into the ideal of hybrid spaces in PETE, which appear to benefit various stakeholders within communities. The study is significant as it assists teacher educators from around the world, challenged to rethink their connections between university courses and school field experiences through illustrating a highly successful example.http://dx.doi.org/10.1080/2331186X.2015.1027085strengths-basedcommunity collaborationpre-service teacher educationhealthphysical educationhybrid spaceprimary education |
| spellingShingle | Timothy Lynch Teacher education physical education: In search of a hybrid space Cogent Education strengths-based community collaboration pre-service teacher education health physical education hybrid space primary education |
| title | Teacher education physical education: In search of a hybrid space |
| title_full | Teacher education physical education: In search of a hybrid space |
| title_fullStr | Teacher education physical education: In search of a hybrid space |
| title_full_unstemmed | Teacher education physical education: In search of a hybrid space |
| title_short | Teacher education physical education: In search of a hybrid space |
| title_sort | teacher education physical education in search of a hybrid space |
| topic | strengths-based community collaboration pre-service teacher education health physical education hybrid space primary education |
| url | http://dx.doi.org/10.1080/2331186X.2015.1027085 |
| work_keys_str_mv | AT timothylynch teachereducationphysicaleducationinsearchofahybridspace |