This paper focuses on the significance of physical education teacher education (PETE) in the diffusion of ‘new’ thinking about sport teaching in physical education. It explores issues arising from a case study investigation that sought to respond to the critical commentary about the form and substance of sport teaching in physical education by supporting innovation in school curriculum and pedagogy through pre-service teacher education. The study was designed to challenge PETE pre-service teachers’ thinking about sport curriculum and pedagogy in physical education, introduce them to new thinking about models and specifically, the sport literacy model (Drummond & Pill, 2011; Pill, 2009, 2010). Details of the research design are presented and the insights that the data have provided in relation to challenges and opportunities that teacher educators and teacher education courses confront in seeking to promote and support curriculum and pedagogical innovation are discussed.
History
Publication title
Australian Journal of Teacher Education
Volume
37
Issue
8
Article number
8
Number
8
Pagination
118-138
ISSN
0313-5373
Department/School
Faculty of Education
Publisher
Edith Cowan University
Place of publication
Online
Rights statement
Copyright 2012 the authors
Repository Status
Open
Socio-economic Objectives
Assessment, development and evaluation of curriculum