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dc.contributor.authorTsangaridou, Nikien
dc.contributor.authorO'Sullivan, Maryen
dc.creatorTsangaridou, Nikien
dc.creatorO'Sullivan, Maryen
dc.date.accessioned2017-07-27T10:43:11Z
dc.date.available10
dc.date.available2017-07-27T10:43:11Z
dc.date.issued1994
dc.identifier.other20751976
dc.identifier.urihttps://gnosis.library.ucy.ac.cy/handle/7/38619
dc.description.abstractThe ability to think about why and what one does is vital to intelligent practice, practice that is reflective rather than routine (Dewey, 1904/1965; Richert, 1991; Zeichner, 1987). This study describes how specific reflective pedagogical strategies influence preservice teachers to reflect on practice. Six junior physical education majors were assigned to one of two groups: the Level 1 reflective group (LI-RG) or the Level 2 reflective group (LII-RG). Participants in the LI-RG completed new reflective assignments while the participants in the LII-RG completed the course's regular reflective assignments. Data were collected through interviews, logs, and video commentaries and were analyzed using inductive analysis techniques. The reflective framework for teaching in physical education (RFTPE) was developed to describe the focus and levels of reflection by physical education teachers. The findings supported the positive influence of new pedagogical reflective strategies in promoting the reflective abilities of preservice teachers. ABSTRACT FROM AUTHOR]; Copyright of Journal of Teaching in Physical Education is the property of Human Kinetics Publishers, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)en
dc.sourceJournal of Teaching in Physical Educationen
dc.subjectEducationen
dc.subjectStudent teachers -- supervision ofen
dc.subjectPhysical education -- study & teachingen
dc.subjectPhysical education teachersen
dc.subjectTeaching methodsen
dc.titleUsing Pedagogical Reflective Strategies to Enhance Reflection Among Preservice Physical Education Teachersen
dc.typeinfo:eu-repo/semantics/article
dc.description.volume14
dc.description.issue1
dc.description.startingpage13
dc.description.endingpage33
dc.author.facultyΣχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education
dc.author.departmentΤμήμα Επιστημών της Αγωγής / Department of Education
dc.type.uhtypeArticleen
dc.contributor.orcidTsangaridou, Niki [0000-0003-0797-2948]
dc.gnosis.orcid0000-0003-0797-2948


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