Lawson (Eds.), School physical education and teacher education: Collaborative redesign for the twenty-first century (pp. The digital age challenge: Preparing physical and health educators to understand and support ‘online’ youth. Armour (Eds.), Digital technologies and learning in physical education: Pedagogical cases (pp. ![]() A pedagogical cases approach to understanding digital technologies and learning in physical education. Digitally literate teachers in leading edge schools in Norway. New York: Social Science Research Council. The use of personal documents in psychological science: Prepared for the Committee on Appraisal of Research. Higher Education Research and Development, 34, 1-14. Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. In addition, students reported that experiencing FL in PETE lays a good foundation for them to use this approach in future service in school PE. FL seems to facilitate both better motivation and deep learning in PETE. A clearly positive perception of FL in PETE was expressed by the students. We also present some challenges that were reported. ![]() The themes were “expectations”, “simple input”, “deep learning”, and “supportive learning environment”. The analysis resulted in five main empirical themes in terms of how students experience the use of FL in PETE. The data were generated using semi-structured interviews, which were reduced, analysed, and interpreted by constructivist grounded theory traditions through learning theory lenses. 22 Norwegian PETE students were recruited from one university in the academic year 2016/2017. The purpose of this paper is to understand students’ perceptions of the use of flipped learning (FL), with special focus on their motivation and learning in physical education teacher education (PETE). During recent decades teacher education has experienced a digital revolution, where digital technology has become a ubiquitous part of the everyday life of both students and teacher educators.
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