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Author = Coulter, Maura;
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Displaying Results 1 - 20 of 20 on page 1 of 1
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‘Finding the image’: using photos to give voice to teacher educator professional learning
(2020)
Parker, Melissa; Ní Chróinín, Déirdre; Coulter, Maura; McFlynn, Paul; Walsh, Ciran
‘Finding the image’: using photos to give voice to teacher educator professional learning
(2020)
Parker, Melissa; Ní Chróinín, Déirdre; Coulter, Maura; McFlynn, Paul; Walsh, Ciran
Abstract:
The full text of this article will not be available in ULIR until the embargo expires on the 26/10/2021
Our purpose was to explore the role of photocue reflection in the professional learning of physical education teacher educators. Five physical education teacher educators participated in a six-month professional learning experience focused on communication. Individual diaries including both photos and writing prompts, photocue reflective diaries, were used as both a learning tool and data source within a self-study of teacher education practices methodological frame. Two themes represented the use of photocue reflection: the multidimensional nature of the professional development experience and the use of photocue reflection to enhance reflective processes by supporting reflection on reflection-in-action. Photocue reflection supported identification and analysis of meaningful events related to communication. The processes helped participants to appreciate the significance of c...
http://hdl.handle.net/10344/9508
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"We Took Pictures”: Children’s meaning-making in physical education
(2020)
Ní Chróinín, Déirdre; Coulter, Maura; Parker, Melissa
"We Took Pictures”: Children’s meaning-making in physical education
(2020)
Ní Chróinín, Déirdre; Coulter, Maura; Parker, Melissa
Abstract:
Purpose: Studying learning in primary physical education is complex and largely practical and embodied; not only involving the child, but also closely linking the lesson context. The aim of this paper is to understand teaching and learning in primary physical education through the use of photo-diaries. Method: Participants were children (n = 38) and their teachers (n = 2) from two Irish primary schools across a 6-week period. Data included children’s photo-diaries, photo-elicitation focus group interviews with the children, and interviews with their teachers. Results: Results highlight that photo-diaries supported children’s meaning-making processes about their learning, highlighting a variety of meanings grounded in the centrality of the body as performance of learning. Discussion and Conclusion: The value of photo-based approaches with primary school children to access their meaning-making and influences on their understandings is highlighted.
http://hdl.handle.net/10344/8774
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“We took pictures”: children’s meaning-making in physical education
(2020)
Ní Chróinín, Déirdre; Coulter, Maura; Parker, Melissa
“We took pictures”: children’s meaning-making in physical education
(2020)
Ní Chróinín, Déirdre; Coulter, Maura; Parker, Melissa
Abstract:
Purpose: Studying learning in physical education in primary schools is complex and largely practical and embodied; not only involving the child, but is also closely linked to the lesson context. The aim of this paper is to understand teaching and learning in primary physical education through the use of photo diaries. Method: Participants were children (n=38) and their teachers (n=2) across a six-week period in two Irish primary schools. Data included children’s photo-diaries, photo-elicitation focus group interviews with the children, and interviews with their teachers. Results: Results highlight that photo-diaries supported children’s meaning-making processes about their learning, highlighting a variety of meanings grounded in the centrality of the body as performance of learning. Discussion/Conclusion: The value of photo-based approaches with primary school age children to access their meaning-making and influences on their understandings is highlighted.
http://doras.dcu.ie/24408/
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Experiences of using iPads in physical education teacher education
(2019)
Marron, Susan; Coulter, Maura
Experiences of using iPads in physical education teacher education
(2019)
Marron, Susan; Coulter, Maura
Abstract:
We live in an increasingly technology- driven world. Most individuals under the age of 25 have grown up with technology readily available to them. They are consistently having technology integrated into their personal and social lives. As such, they are comfortable with the use of technology and even expect the use of technology in most areas of their lives. The purpose of technology for many university students is to communicate, whether through applications such as WhatsApp, Facebook, Snapchat or Instagram when communicating with peers, or through email and online student learning portals such as Moodle or Blackboard when communicating with faculty members. This chapter explores how two initial teacher educators (ITEs) became empowered, through situated learning, to use iPads as a pedagogical tool to enhance learning in pre- service generalist teachers’ elementary physical education modules. The process of learning how to integrate technology into pre- service teachers’ teaching p...
http://doras.dcu.ie/24399/
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Exploring pedagogy and practice: meaningful physical education (MPE) in elementary pre-service teacher education
(2020)
Sweeney, Tony; Bowles, Richard; Coulter, Maura
Exploring pedagogy and practice: meaningful physical education (MPE) in elementary pre-service teacher education
(2020)
Sweeney, Tony; Bowles, Richard; Coulter, Maura
Abstract:
In this paper, we share how three physical education teacher educators (PETE), working in different universities in Ireland, adopted a Meaningful Physical Education (MPE) approach (Beni, Fletcher & Ní Chróinín, 2017) for one 12-week semester. Guided by the principles of collaborative self-study (Roberts & Ressler 2016) and informed by research on communities of practice (e.g. Patton & Parker 2017), the paper examines our exploration of the MPE approach with pre-service teachers (PST). Building on previous work focused on learning about meaningful PE (LAMPE) (Ní Chróinín et al. 2017), we sought to simultaneously apply MPE-appropriate methodologies and principles through the contexts of our differing individual modules over one semester. Our central research question was: how does our engagement with the principles of MPE impact our pedagogical approaches?
http://doras.dcu.ie/24412/
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Identity theft on the way to an administrative role
(2020)
North, Chris; Coulter, Maura; Patton, Kevin
Identity theft on the way to an administrative role
(2020)
North, Chris; Coulter, Maura; Patton, Kevin
http://doras.dcu.ie/24394/
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PE should be an integral part of each school day’: parents’ and their children’s attitudes towards primary physical education
(2019)
Coulter, Maura; McGrane, Bronagh; Woods, Catherine
PE should be an integral part of each school day’: parents’ and their children’s attitudes towards primary physical education
(2019)
Coulter, Maura; McGrane, Bronagh; Woods, Catherine
Abstract:
Formation of positive attitudes is an objective in primary physical education. Children are more likely to engage in physical activity if they adopt positive attitudes towards physical education and parents play a large role in their development. This study explores parents’ and children’s attitudes toward their school’s physical education provision. Overall, parents and children had positive attitudes towards their school’s physical education programme. Children and parents valued fun and enjoyment in the physical education programme (affective component). Health and fitness as well as team sport discourses were felt important by parents, but they had little knowledge of the content of their child’s physical education programme (cognitive component). There was little difference in either of the affective or cognitive components of attitude across gender or class groups in each of the areas explored except in responses about what physical education does and should do in their child’...
http://doras.dcu.ie/24395/
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Physical activity recommendations for early childhood: an international analysis of ten different countries’ current national physical activity policies and practices for those under the age of 5
(2019)
Howells, Kristy; Sääkslahti, Arja; De Martelaer, Kristine; De Craemer, Marieke; Jidovts...
Physical activity recommendations for early childhood: an international analysis of ten different countries’ current national physical activity policies and practices for those under the age of 5
(2019)
Howells, Kristy; Sääkslahti, Arja; De Martelaer, Kristine; De Craemer, Marieke; Jidovtseff, Boris; Dong, Jinxia; Nørager Johansen, Danielle Louise; Skovgaard, Thomas; Sääkslahti, Arja; Naul, Roland; Coulter, Maura; Duff, Christina; Tortella, Patrizia; Fumagalli, Guido; Fjortoft, Ingunn; Urtel, Mark
Abstract:
During the last two decades there have been growing interests on recommendations for children’s physical activity. The World Health Organization (WHO) launched the first global international recommendations for children in 2010, focusing on children and youth aged 5-17 year olds. The recommendations were based on the dose-response relationship between the frequency, duration, intensity, type and amount of physical activity needed for prevention of non-communicable diseases. There remains however, at time of writing, (2019) a gap in the recommendations, as the WHO did not offer global recommendations for those children under the age of 5 (early years). An international policy and practice analysis, (not previously undertaken), of ten sample countries, was completed of current national physical activity practices. Also an international comparison of early years’ education settings were examined, specifically for those under the age of 5, to investigate current curricula, as well as th...
http://doras.dcu.ie/24396/
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Primary physical education teacher educators professional learning
(2019)
Coulter, Maura
Primary physical education teacher educators professional learning
(2019)
Coulter, Maura
Abstract:
Pre-service teachers, teachers and teacher educators, are professionals continuously seeking knowledge to support and guide them in their work. This chapter explores, how initial teacher educators, and specifically Primary Physical Education Teacher Educators (PPETEs) learn as professionals. It will investigate/illustrate how they develop and increase their knowledge and how this informs their understanding, improving their practice and in turn how they share their learning within and beyond their subject community.
http://doras.dcu.ie/24409/
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Primary teachers’ experience of a physical education professional development programme
(2011)
Coulter, Maura; Woods, Catherine B.
Primary teachers’ experience of a physical education professional development programme
(2011)
Coulter, Maura; Woods, Catherine B.
Abstract:
Professional development (PD) is essential for primary school teachers to meet the demands of the education system. Quality PD is aligned with classroom conditions, school contexts and teachers’ daily experiences. The purpose of the study was to explore primary teachers’ experiences of a 6-week physical education professional development programme (PE-PDP). A single school case study was employed (N =28 teachers, N =780 pupils) and all teachers and a sample of children participated in focus group interviews. Transcripts were categorised and themed using systematic content analysis. Results revealed that post the PE-PDP, teachers’ PE content knowledge had expanded and this encouraged them to use existing classroom paedagogical strategies in the PE context. This developed their confidence in teaching PE and a greater understanding of the PE curriculum and its purpose.
http://doras.dcu.ie/21487/
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Seeing is believing: primary generalist pre-service teachers’ observations of physical education lessons in Ireland and Switzerland.
(2019)
Coulter, Maura; Kealey, Fintina; Langan, Sarah Louise; Padden, Serena
Seeing is believing: primary generalist pre-service teachers’ observations of physical education lessons in Ireland and Switzerland.
(2019)
Coulter, Maura; Kealey, Fintina; Langan, Sarah Louise; Padden, Serena
Abstract:
Primary generalist pre-service teachers (PSTs) rarely have opportunity to observe teachers teaching authentic physical education lessons let alone reflect with the teachers, their lecturer or their peers following the lesson. Observation of, and reflection on, quality lessons can have a powerful influence on shaping the PSTs’ soon-to-be-teachers’ professional identities and can also help them to develop reflective and critical thinking skills. A qualitative framework utilising critical incidents, described as ‘events identified by student teachers as significant in making progress toward becoming a better teacher’ (Schempp, 1985: p.159) guided the PSTs’ observations in this study. One primary physical education initial teacher educator (PEITE) and four PSTs, from Ireland, participated in the study and data comprised of a planning discussion, 40 critical incident observations of ten lessons in two European countries and two reflective discussions. Each set of observations was followe...
http://doras.dcu.ie/24410/
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Shared learning, different contexts: understanding teaching for meaning in pre-service physical education teacher education
(2020)
Sweeney, Tony; Bowles, Richard; Coulter, Maura
Shared learning, different contexts: understanding teaching for meaning in pre-service physical education teacher education
(2020)
Sweeney, Tony; Bowles, Richard; Coulter, Maura
http://doras.dcu.ie/24797/
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Snapshots: teacher educator professional learning shaping teacher educator practices
(2016)
Ní Chróinín, Déirdre; Parker, Melissa; Coulter, Maura; Walsh, Ciaran; McFlynn, Paul
Snapshots: teacher educator professional learning shaping teacher educator practices
(2016)
Ní Chróinín, Déirdre; Parker, Melissa; Coulter, Maura; Walsh, Ciaran; McFlynn, Paul
Abstract:
Snapshots: teacher educator professional learning shaping teacher educator practices.
http://hdl.handle.net/10395/2823
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Teaching outdoor and adventure activities: describing, analysing and understanding a primary school physical education professional development programme
(2012)
Coulter, Maura
Teaching outdoor and adventure activities: describing, analysing and understanding a primary school physical education professional development programme
(2012)
Coulter, Maura
Abstract:
Background: Primary schools need well informed and highly motivated teachers to meet the evolving demands of the education system. Professional development is essential to equip primary school teachers to change practice to meet these challenges (Guskey, 2003; Villegas-Reimers, 2003). The purpose of this study was to describe, analyse and understand teachers’ and children’s experiences of a contextualised, whole school professional development programme (PDP) in primary physical education. Research Design: A case study methodology was employed informed by social constructivist theory. The study was broken into four phases. Phase one described the case and provided an in-depth professional development needs analysis of the teachers. Phase two resulted in the development of a school specific, contextualised PDP on Outdoor and Adventure Activities. This programme was based on features of effective professional development (e.g. Armour & Duncombe, 2004; Desimone, 2009; Ga...
http://doras.dcu.ie/17522/
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The (mis)alignment between young people's collective physical activity experience and physical education curriculum development in Ireland
(2020)
Coulter, Maura; Scanlon, Dylan; MacPhail, Ann; O'Brien, Wesley; Belton, Sarahjane;...
The (mis)alignment between young people's collective physical activity experience and physical education curriculum development in Ireland
(2020)
Coulter, Maura; Scanlon, Dylan; MacPhail, Ann; O'Brien, Wesley; Belton, Sarahjane; Woods, Catherine
Abstract:
Major curriculum changes have recently occurred in Ireland, including redeveloping the primary curriculum and the enactment of the Junior Cycle Framework (DES, 2015). Positive and negative experiences affect the attitudes which contribute to determining the quality of curricular experiences. Framed in the work of Fullan, M. (1991. The New Meaning of Educational Change. Toronto: Teachers College Press) and Dewey, J. (1997. Experience and Education. New York, NY: Touchstone), this study aims to understand how young people’s experiences of collective physical activity can inform physical education curriculum development and enactment. Focus group interviews were conducted in three primary and three post-primary schools. The young people’s experiences reflected the features of meaningful physical education: fun opportunities, preferably outside; to socially interact with friends; provision of activities that are both competitive and non-competitive; activities focused on team sport and ...
http://hdl.handle.net/10468/10604
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The (mis)alignment between young people's collective physical activity experience and physical education curriculum development in Ireland
(2020)
Coulter, Maura; Scanlon, Dylan; MacPhail, Ann; O'Brien, Wesley; Belton, Sarahjane;...
The (mis)alignment between young people's collective physical activity experience and physical education curriculum development in Ireland
(2020)
Coulter, Maura; Scanlon, Dylan; MacPhail, Ann; O'Brien, Wesley; Belton, Sarahjane; Woods, Catherine B.
Abstract:
The full text of this article will not be available in ULIR until the embargo expires on the 19/02/2022
Major curriculum changes have recently occurred in Ireland, including redeveloping the primary curriculum and the enactment of the Junior Cycle Framework (DES, 2015). Positive and negative experiences affect the attitudes which contribute to determining the quality of curricular experiences. Framed in the work of Fullan, M. (1991. The New Meaning of Educational Change. Toronto: Teachers College Press) and Dewey, J. (1997. Experience and Education. New York, NY: Touchstone), this study aims to understand how young people’s experiences of collective physical activity can inform physical education curriculum development and enactment. Focus group interviews were conducted in three primary and three post-primary schools. The young people’s experiences reflected the features of meaningful physical education: fun opportunities, preferably outside; to socially interact with friends; ...
http://hdl.handle.net/10344/9345
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The (mis)alignment between young people’s collective physical activity experience and physical education curriculum development in Ireland
(2020)
Coulter, Maura; Scanlon, Dylan; MacPhail, Ann; O'Brien, Wesley; Belton, Sarahjane;...
The (mis)alignment between young people’s collective physical activity experience and physical education curriculum development in Ireland
(2020)
Coulter, Maura; Scanlon, Dylan; MacPhail, Ann; O'Brien, Wesley; Belton, Sarahjane; Woods, Catherine
Abstract:
Major curriculum changes have recently occurred in Ireland, including redeveloping the primary curriculum and the enactment of the Junior Cycle Framework (DES, 2015). Positive and negative experiences affect the attitudes which contribute to determining the quality of curricular experiences. Therefore, a smooth transition from primary to post-primary should be predicated upon continuity of curricula and of young people’s positive learning experiences in physical education. Framed in the work of Fullan (1991) and Dewey (1997), this study aims to understand how young people’s experiences of collective physical activity can inform physical education curriculum development and enactment. Focus group interviews were conducted in three primary and three post-primary schools. The young people’s experiences reflected the features of meaningful physical education: fun opportunities, preferably outside; to socially interact with friends; provision of activities that are both competitive and n...
http://doras.dcu.ie/25052/
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The impact of initial teacher education on understandings of physical education: asking the right question
(2012)
Ní Chróinín, Déirdre; Coulter, Maura
The impact of initial teacher education on understandings of physical education: asking the right question
(2012)
Ní Chróinín, Déirdre; Coulter, Maura
Abstract:
Evaluation of professional socialisation can provide insight on the impact of Physical Education Teacher Education. A large-scale (n=326) single question ‘What is PE?’ qualitative methodology was used to access pre-service primary teachers’ understandings of the nature and purpose of physical education . Data analysis involved word frequency queries and coding using a qualitative coding framework based on the dominant discourses of physical education. Trustworthiness of the analysis was addressed using memos, coding checks and peer de-briefing. While responses at the beginning of the programme were dominated by sport and health discourses, an educational discourse grounded in the key messages of the primary physical education curriculum with emphasis on equality of opportunity emerged at the end of the programme. The complexity of addressing understandings in teacher education contexts is highlighted.
http://doras.dcu.ie/21481/
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What is PE? Sport, education and society
(2011)
Coulter, Maura; Ní Chróinín, Déirdre
What is PE? Sport, education and society
(2011)
Coulter, Maura; Ní Chróinín, Déirdre
Abstract:
Physical education is a socially constructed activity that forms one component of a wider physical culture that includes sport and health/physical activity (Kirk, 1999, Lake, 2001a: 69, Penney, 1998). The terms sport and physical education are often used interchangeably in school contexts, where sport and health continue to shape what is understood by the term physical education (Capel & Blair, 2007). This study explores discourses shaping pre-service primary teachers’ understandings of the nature and purposes of physical education within an Irish context and the relationship between these understandings. A ten minute writing task (Pike, 2006) prompted by the question ‘what is physical education?’ was completed by a sample of pre-service teachers (n=544, age range 18-46, 8.8% male) from two colleges of education, prior to the physical education component of their teacher education programme. Content analysis involved an initial text frequency search to create categories which we...
http://doras.dcu.ie/21488/
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Working with populations in exercise settings
(2016)
Coulter, Maura; Woods, Catherine
Working with populations in exercise settings
(2016)
Coulter, Maura; Woods, Catherine
http://doras.dcu.ie/24413/
Displaying Results 1 - 20 of 20 on page 1 of 1
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Dublin City University (15)
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