Biomedical subjects

I Rovegno

Publications and source records attributed to I Rovegno.

5 recordsLinked to original sources

PubMed2000

Examination of expert and novice teachers' constructivist-oriented teaching practices using a movement approach to elementary physical education.

The purpose of this study was to describe the characteristics of expert and novice teachers' constructivist-oriented teaching practices while using a movement approach to teach elementary physical education. Three expert and three novice teachers' constructivist-oriented teaching practices (18 lessons, 3 each) were evaluated using the Educational Games Observation Rubric (EGOR), a rubric specifically designed and validated for this study. Data sources included transcripts of two formal interviews with each teacher, transcripts of the 18 videotaped lessons, and coding from the EGOR. The expert teachers were more likely than the novice teachers to facilitate students' self-regulation and critical thinking about movement quality, to link new learning to students' prior knowledge and emerging relevance, and to guide students' social interaction. As with the expert teachers, the novice teachers encouraged students to engage in, elaborate on, and share ideas about movement variety tasks.

Adult↗

PubMed1998

The development of in-service teachers' knowledge of a constructivist approach to physical education: teaching beyond activities.

The purpose of this paper is to describe three aspects of learning a movement approach that were salient and initially problematic for 1 experienced teacher, 2 early career teachers, and 1 student teacher. A constructivist perspective was the theoretical base. Across 3 years, the researcher conducted 11 weeks of observations, 15 formal interviews, 3 group interviews, and daily informal interviews. Three problematic aspects were: (1) knowing to what extent they should give information and tell children what to do when teaching less structured content, (2) knowing the whole of the approach and how components connected, and (3) knowing content (i.e., pedagogical content knowledge) in enough depth and detail. Knowledge development was facilitated by more experienced teachers, experience, and a set of key ideas.

Education, Continuing↗

PubMed1994

Teaching within a curricular zone of safety: school culture and the situated nature of student teachers' pedagogical content knowledge.

The purpose of this paper is to continue the theoretical delineation of the nature of pedagogical content knowledge. Two student teachers were observed teaching an elementary games and high school sport unit and interviewed in depth about their lessons, biography, pedagogical content knowledge, and aspects of the school culture. Data were analyzed by constant comparison and analytic induction. Trustworthiness was established through member checks and triangulation. In the high school, both student teachers tried to use extending and refining tasks, as they had in the elementary school. But, when confronted with aspects of the high school culture, both retreated to a curricular zone of safety relying on application tasks. This zone, the defining aspect of their pedagogical content knowledge of teaching sports, emerged from and was constituted by the relations among goals, capabilities, teaching, inadequate pedagogical content knowledge, and aspects of the school culture. It is argued that situated and cultural orientations contribute to psychological orientations currently used to delineate pedagogical content knowledge. A curricular zone of safety is offered as a concept that helped account for the emergence and persistence of particular ways of knowing content.

Adult↗

PubMed1993

The development of curricular knowledge: a case of problematic pedagogical content knowledge during advanced knowledge acquisition.

The study examined what and how 12 K-8 physical education teacher education (PETE) majors learned about a movement approach that was discrepant from their experiences with physical education. This article describes one portion of the findings: what and how PETE majors learned about a movement approach to game play/strategy and mechanisms of advanced knowledge acquisition that contributed to confusion about this topic. Analytic induction and constant comparison were used to analyze qualitative data from interviews, observations, and relevant documents. Eleven PETE majors initially maintained partial or inaccurate conceptions about a movement approach to game play/strategy or taught this content in ways that were inconsistent with their goals for physical education, their knowledge about learning and teaching game skills, and the information presented by faculty and cooperating teachers. Interacting with students' prior knowledge and what and how faculty taught, the following learning mechanisms contributed to confusion: (a) overgeneralizing a contrast between a movement and traditional approach, (b) forming associations prior to adequate differentiation, and (c) overrelying on bottom-up thinking when initially developing lesson/unit progressions.

Curriculum↗

PubMed1991

A participant-observation study of knowledge restructuring in a field-based elementary physical education methods course.

This paper describes how seven undergraduate students restructured knowledge during a field-based elementary physical education methods course. Guided by the teacher educator the students planned, taught, and reflected on a series of lessons to children in an elementary school. Theoretical course knowledge was integrated into planning and reflecting sessions. Data were collected and analyzed using interpretive research methodologies. The researcher observed and recorded field notes during all class sessions, conducted three formal and many informal interviews with all seven students, and collected available, pertinent documents. All data were categorized, and similarities in what and how the students learned were identified. The students reported knowledge restructuring as a salient aspect of field-based learning. Based on a cognitive theoretical perspective, this study described students as active, goal-oriented learners who, at times, recognized and restructured problematic prior knowledge to form a more differentiated understanding of teaching and children.

Curriculum↗