This study aimed at developing the structure and contents of the physical literacy-oriented PETE program, experimenting on the program in a real classroom of higher education, and evaluating pre-service teachers’ learning performances. PL-oriented PETE program should focus on developing holistic learning experiences, which connect past experiences as a student and let pre-service teachers have appropriate experiences to be taught by PL-informed practices and to apply what they learned. Its implementation should progressively assist pre-service teachers in understanding the works and duties of a teacher, guiding them to inquiry about the roles of a teacher and explore the knowledge that is needed for professional development, rather than following traditional means of knowledge acquisition in an infusion way. The pre-service teachers who accepted the PL-oriented PETE program could have a blurred image of the contents and made progress on spoken expression; however, that knowledge which is not equilibrium with acquired knowledge and differed from their values and beliefs would be pretty difficult to be internalized as pre-service teachers’ nutrition of professional learning. It is worthy of starting with the curriculum design of idea deconstruction and value transformation that breaks down the original knowledge/value system first and latter tries to embed PL related connotations and operations into their cognition schema.
|Effective start/end date||2018/08/01 → 2019/07/31|
- core competencies
- curriculum design
- models-based instruction
- cognition schema
Explore the research topics touched on by this project. These labels are generated based on the underlying awards/grants. Together they form a unique fingerprint.