Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/6653
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dc.contributor.authorFreak, Annetteen
dc.contributor.authorMiller, Judith Aen
dc.contributor.authorHaynes, John Een
local.source.editorEditor(s): Peter L Jefferyen
dc.date.accessioned2010-10-07T08:39:00Z
dc.date.issued2007en
dc.identifier.citationAARE 2006 International Education Research Conference Proceedings, v.[paper code: FRE06134]en
dc.identifier.issn1324-9339en
dc.identifier.issn1324-9320en
dc.identifier.urihttps://hdl.handle.net/1959.11/6653en
dc.description.abstractThe investigation of an authentic assessment task is the focus of this research. The lesson plan is used in many pre-service teacher education programs. Such plans potentially enable teacher educators to better understand pre-service teachers thinking about teaching. In an effort to investigate this potential, the International Center's Rigor/Relevance Framework is adapted to the psychomotor domain. It is then applied to pre-service teachers work samples. These pre-service teachers have completed only the mandatory unit of study on the PDHPE specialist pathway currently offered at the University of New England. In order to measure the efficacy of such a pathway, instruments are being explored and trialled as potential indicators of professional readiness to plan for successful learning in PDHPE. Challenges and contributions to tertiary education are presented in reporting the outcomes of this study.en
dc.languageenen
dc.publisherAARE: Australian Association for Research in Educationen
dc.relation.ispartofAARE 2006 International Education Research Conference Proceedingsen
dc.titleAssessing the rigor and relevance of planned instruction on an authentic task in which pre-service teachers target the moving skills of the NSW PDHPEK-6 syllabusen
dc.typeConference Publicationen
dc.relation.conferenceAARE 2006 International Education Research Conference, Adelaide, Australia, November, 2006en
dc.subject.keywordsTeacher Education and Professional Development of Educatorsen
dc.subject.keywordsPhysical Education and Development Curriculum and Pedagogyen
local.contributor.firstnameAnnetteen
local.contributor.firstnameJudith Aen
local.contributor.firstnameJohn Een
local.subject.for2008130210 Physical Education and Development Curriculum and Pedagogyen
local.subject.for2008130313 Teacher Education and Professional Development of Educatorsen
local.subject.seo2008930203 Teaching and Instruction Technologiesen
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.emailafreak@une.edu.auen
local.profile.emailjmiller7@une.edu.auen
local.profile.emailjhaynes2@une.edu.auen
local.output.categoryE2en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20100423-160041en
local.publisher.placeAustraliaen
local.identifier.volume[paper code: FRE06134]en
local.contributor.lastnameFreaken
local.contributor.lastnameMilleren
local.contributor.lastnameHaynesen
dc.identifier.staffune-id:afreaken
dc.identifier.staffune-id:jmiller7en
dc.identifier.staffune-id:jhaynes2en
local.profile.orcid0000-0003-3098-6504en
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:6812en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleAssessing the rigor and relevance of planned instruction on an authentic task in which pre-service teachers target the moving skills of the NSW PDHPEK-6 syllabusen
local.output.categorydescriptionE2 Non-Refereed Scholarly Conference Publicationen
local.relation.urlhttp://www.aare.edu.au/06pap/fre06134.pdfen
local.conference.detailsAARE 2006 International Education Research Conference, Adelaide, Australia, November, 2006en
local.description.statisticsepubsVisitors: 217<br />Views: 262<br />Downloads: 0en
local.search.authorFreak, Annetteen
local.search.authorMiller, Judith Aen
local.search.authorHaynes, John Een
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