This research takes on the recommendation to continue examining the use of models-based practice (MbP) in diverse contexts by considering pre-service teachers’ (PSTs’) experiences of learning to teach using MbP in a physical education teacher education (PETE) program in Norway. Guided by the theory of a pedagogy of teacher education ( Loughran, 2006 ), this research was driven by the question: “What are PSTs’ experiences of learning about teaching using MbP in one comprehensive PETE course?” The context was a 15-credit PETE course taught collaboratively by four teacher educators to two cohorts of first-year undergraduate PSTs (25 PSTs in each cohort). Data were generated through a total of 24 focus group interviews with eight PST groups before, during, and upon completion of the course. A hybrid approach of inductive and deductive theme development enabled us to produce knowledge of how PSTs’ learning evolved through four phases: (a) (traditional) assumptions about physical education and teacher education, (b) learning about and through a new way of teaching and learning physical education, (c) challenging and being challenged by the traditional “gym” culture in schools, and (d) understanding what it means to be and become a (physical education) teacher. This research offers support to claims about the challenges in creating coherence at different levels in PSTs’ learning experiences in a Norwegian PETE program. At the same time, we show that MbP can provide PSTs with a coherent learning experience, potentially resulting in changes to how PSTs think about teaching physical education.

中文翻译：

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使用基于模型的实践学习教学的过程：职前教师的经验


本研究建议继续检查基于模型的实践 （MbP） 在不同情况下的使用，方法是考虑职前教师 （PST） 在挪威的体育教师教育 （PETE） 计划中学习使用 MbP 进行教学的经验。在教师教育教育学理论（Loughran，2006 年）的指导下，这项研究由以下问题驱动：“PST 在一门综合 PETE 课程中使用 MbP 学习教学的经验是什么？背景是一门 15 学分的 PETE 课程，由四名教师教育工作者合作教授给两组一年级本科 PST（每组 25 个 PST）。数据是通过在课程之前、期间和完成课程后对 8 个 PST 小组进行的总共 24 次焦点小组访谈生成的。归纳和演绎主题开发的混合方法使我们能够了解 PST 的学习如何通过四个阶段演变：（a） 关于体育和教师教育的（传统）假设，（b） 了解并通过一种新的体育教学方式进行学习，（c） 挑战和被学校传统的“健身房”文化， （d） 了解成为和成为（体育）教师意味着什么。这项研究为有关在挪威 PETE 计划中 PST 的学习体验中在不同层面建立连贯性所面临的挑战的说法提供了支持。同时，我们表明 MbP 可以为 PST 提供连贯的学习体验，这可能会导致 PST 对体育教学的看法发生变化。