Developing deep understanding of teacher education practice through accessing and responding to pre-service teacher engagement with their learning

References

• Alicea, S., et al., 2016. Observing classroom engagement in community college: A systematic approach. Educational evaluation and policy analysis, 38, 757–782. doi:10.3102/0162373716675726
   Web of Science ®Google Scholar
• Appleton, J.J., Christenson, S.L., and Furlong, M.J., 2008. Student engagement with school: critical conceptual and methodological issues of the construct. Psychology in the schools, 45, 369–386. doi:10.1002/(ISSN)1520-6807
   Web of Science ®Google Scholar
• Baskerville, D. and Goldblatt, H., 2009. Learning to be a critical friend: from professional indifference through challenge to unguarded conversations. Cambridge journal of education, 39, 205–221. doi:10.1080/03057640902902260
   Google Scholar
• Beni, S., Fletcher, T., and Ní Chróinín, D. 2017. Meaningful experiences in physical education and youth sport: a review of the literature. Quest, 69, 291-312. doi:10.1080/00336297.2016.1224192
   Web of Science ®Google Scholar
• Biggs, J.B. and Tang, C., 2011. Teaching for quality learning at university: what the student does. 4th ed. Maidenhead, UK: McGraw-Hill Education.
   Google Scholar
• Brubaker, N.D., 2015. Critical moments in negotiating authority: grading, accountability, and teacher education. Teaching education, 26, 222–246. doi:10.1080/10476210.2014.996742
   Web of Science ®Google Scholar
• Bullock, S.M., 2009. Learning to think like a teacher educator: making the substantive and syntactic structures of teaching explicit through self-study. Teachers and teaching, 15, 291–304. doi:10.1080/13540600902875357
   Web of Science ®Google Scholar
• Carini, R.M., Kuh, G.D., and Klein, S.P., 2006. Student engagement and student learning: testing the linkages. Research in higher education, 47, 1–32. doi:10.1007/s11162-005-8150-9
   Web of Science ®Google Scholar
• Christenson, S.L., Reschly, A.L., and Wylie, C., Eds, 2012. Handbook of research on student engagement. Dordrecht, The Netherlands: Springer.
   Google Scholar
• Creswell, J.W. and Miller, D.L., 2000. Determining validity in qualitative inquiry. Theory into practice, 39, 124–130. doi:10.1207/s15430421tip3903_2
   Web of Science ®Google Scholar
• Darling-Hammond, L., 2006. Powerful teacher education: lessons from exemplary programs. San Francisco: Jossey Bass.
   Google Scholar
• Enright, E., et al., 2017. Student voice as risky praxis: democratising physical education teacher education. Physical education and sport pedagogy, 1–14.
   Google Scholar
• Fletcher, T., Ní Chróinín, D., and O’Sullivan, M. (2016). A layered approach to critical friendship as a means to support pedagogical innovation in pre-service teacher education. Studying teacher education, 12, 302-319. doi:10.1080/17425964.2016.1228049
   Web of Science ®Google Scholar
• Fredricks, J.A., Blumenfeld, P.C., and Paris, A.H., 2004. School engagement: potential of the concept, state of the evidence. Review of educational research, 74, 59–109. doi:10.3102/00346543074001059
   Web of Science ®Google Scholar
• Harper, S.R. and Quaye, S.J., 2009. Beyond sameness, with engagement and outcomes for all. In: S.R. Harper and S.J. Quaye, eds. Student engagement in higher education. New York, NY: Routledge, 1–15.
   Google Scholar
• Hawkins, A. (2008). Pragmatism, purpose, and play: Struggle for the soul of physical education. Quest, 60, 345–356.
   Google Scholar
• Hénard, F. and Roseveare, D., 2012. Fostering quality teaching in higher education: policies and practices – an IMHE guide for higher education institutions. Paris, France: Organisation for Economic Co-operation and Development. Available from: http://www.oecd.org/education/imhe/QT%20policies%20and%20practices.pdf [Accesssed 20 March 2018].
   Google Scholar
• Kosnik, C., 2001. The effects of an inquiry-oriented teacher education program on a faculty member: some critical incidents and my journey. Reflective practice, 2 (1), 65–80. doi:10.1080/14623940120035532.
   Google Scholar
• Kretchmar, R.S., 2006. Ten more reasons for quality physical education. Journal of physical education, recreation and dance, 77 (9), 6–9. doi:10.1080/07303084.2006.10597932.
   Google Scholar
• Kretchmar, R.S., 2008. The increasing utility of elementary school physical education: A mixed blessing and unique challenge. The elementary school journal, 108, 161–170. doi:10.1086/529099
   Web of Science ®Google Scholar
• Kuh, G.D., 2009. The national survey of student engagement: conceptual and empirical foundations. New directions for institutional research, 2009, 5–20. doi:10.1002/ir.v2009:141
   Google Scholar
• Kuh, G.D., 2015. Foreword. In: S.J. Quaye and S.R. Harper, eds. Student engagement in higher education: theoretical perspective and practical approaches for diverse populations. 2nd ed. New York, NY: Routledge, ix–xiii.
   Google Scholar
• LaBoskey, V.K., 2004. The methodology of self-study and its theoretical underpinnings. In: J.J. Loughran, et al., eds. International handbook of self-study of teaching and teacher education practices. Dordrecht, The Netherlands: Springer, 817–869.
   Google Scholar
• Lawson, M.A. and Lawson, H.A., 2013. New conceptual frameworks for student engagement research, policy, and practice. Review of educational research, 83, 432–479. doi:10.3102/0034654313480891
   Web of Science ®Google Scholar
• Loughran, J., 2006. Developing a pedagogy of teacher education. London, UK: Routledge.
   Google Scholar
• Loughran, J., 2007. Researching teacher education practices. Journal of Teacher Education, 58, 12–20. doi:10.1177/0022487106296217
   Web of Science ®Google Scholar
• Loughran, J., 2013. Pedagogy: making sense of the complex relationship between teaching and learning. Curriculum inquiry, 43 (1), 118–141. doi:10.1111/curi.12003.
   Web of Science ®Google Scholar
• Mosher, R. and McGowan, B., 1985.Assessing student engagement in secondary schools: alternative conceptions, strategies of assessing, and instruments. University of Wisconsin, research and development center (ERIC Document Reproduction Service No. ED 272812).
   Google Scholar
• Ní Chróinín, D., Fletcher, T., and O’Sullivan, M. 2018. Pedagogical principles of learning to teach meaningful physical education. Physical education and sport pedagogy, 23, 117-133. doi:10.1080/17408989.2017.1342789
   Web of Science ®Google Scholar
• Ní Chróinín, D., Fletcher, T., and O'Sullivan, M. (2015). Using self-study to explore the processes of pedagogical innovation in physical education teacher education. Asia-pacific journal of health, sport and physical education, 6, 273-286. doi:10.1080/18377122.2015.1092724
   Google Scholar
• Oliver, K.L. and Oesterreich, H.A., 2013. Student-centred inquiry as curriculum as a model for field-based teacher education. Journal of curriculum studies, 45 (3), 394–417. doi:10.1080/00220272.2012.719550.
   Web of Science ®Google Scholar
• Parsons, S.A., et al., 2016. Sixth-grade students’ engagement in academic tasks. Journal of educational research. doi:10.1080/00220671.2016.1246408.
   Google Scholar
• Petrarca, D. and Bullock, S.M., 2014. Tensions between theory and practice: interrogating our pedagogy through collaborative self-study. Professional Development in Education, 40, 265–281. doi:10.1080/19415257.2013.801876
   Google Scholar
• Reschly, A.L. and Christenson, S.L., 2012. Jingle, jangle, and conceptual haziness: evolution and future directions of the engagement construct. In: S.L. Christenson, A.L. Reschly, and C. Wylie, eds. Handbook of research on student engagement. Dordrecht, The Netherlands: Springer, 3–20.
   Google Scholar
• Reschly, A.L. and Christenson, S.L., 2006. Prediction of dropout among students with mild disabilities: A case for the inclusion of student engagement variables. Remedial and special education, 27, 276–292. doi:10.1177/07419325060270050301
   Web of Science ®Google Scholar
• Seale, J. (2016). How can we confidently judge the extent to which student voice in higher education has been genuinely amplified? A proposal for a new evaluation framework. Research Papers in Education, 31, 212–233.
   Google Scholar
• Schön, D.A., 1983. The reflective practitioner: how professionals think in action. New York: Basic books.
   Google Scholar
• Tripp, D., 2012. Critical incidents in teaching: developing professional judgement. 2nd ed. Abingdon, UK: Routledge.
   Google Scholar
• Trowler, V., 2010. Student engagement literature review. The higher education academy, 11, 1–15.
   Google Scholar
• Turner, J.C., et al., 2014. Enhancing students’ engagement report of a 3-year intervention with middle school teachers. American educational research journal, 51, 1195–1226. doi:10.3102/0002831214532515
   Web of Science ®Google Scholar
• Vanassche, E. and Kelchtermans, G., 2015. The state of the art in self-study of teacher education practices: A systematic literature review. Journal of curriculum studies, 47 (4), 508–528. doi:10.1080/00220272.2014.995712.
   Web of Science ®Google Scholar
• Vanassche, E. and Kelchtermans, G., 2016. Facilitating self-study of teacher education practices: toward a pedagogy of teacher educator professional development. Professional development in education, 42 (1), 100–122. doi:10.1080/19415257.2014.986813.
   Web of Science ®Google Scholar
• Zeichner, K.M., 1999. The new scholarship in teacher education. Educational researcher, 28 (9), 4–15. doi:10.3102/0013189X028009004.
   Google Scholar
• Zyngier, D., 2008. (Re)conceptualising student engagement: doing education not doing time. Teaching and teacher education, 24, 1765–1776. doi:10.1016/j.tate.2007.09.004
   Web of Science ®Google Scholar