Teacher educators’ enactment of pedagogies that prioritise learning about meaningful physical education (Pre-published version)

Abstract

This research focused on supporting pre-service teachers’ (PSTs’) learning through the development of pedagogical principles of learning about meaningful physical education (LAMPE) in two physical education teacher education (PETE) programs. In this paper, we share four in-depth examples of the enactment of the pedagogical principles of LAMPE by physical education teacher educators. Data sources included teacher educator weekly reflections, critical friend responses and conversations, non-participant observations, and PST work samples developed in lessons. The four examples highlight decision-making moments and provide further direction on how the pedagogical principles of LAMPE support PST learning about meaningful physical education and illustrate the value of a coherent set of pedagogical principles, such as those offered by LAMPE, in guiding teacher educators’ decision-making.