January 1, 2025Journal of Teaching in Physical Education

How Can a Student-Centered Curriculum Impact Preservice Teachers’ Development of Epistemological Beliefs? A Physical Education Longitudinal Case Study

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Authors

MBMargarida BarrosUniversidade do Porto IMIsabel MesquitaUniversidade do Porto PQPaula QueirósUniversidade do Porto

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Implication

This case study examines how student-centered approaches enhance preservice teachers' epistemological beliefs in physical education, suggesting deeper engagement.

Key Points

A shift to more sophisticated epistemological beliefs was observed in preservice teachers, indicating a positive impact of student-centered approaches.
Focus group interviews and reflective logs were utilized to gather comprehensive data from 11 preservice teachers during the study.
The integration of theory, practice, and critical reflection contributed to the development of these beliefs in a physical education context.
This research emphasizes the importance of aligning teacher education with epistemological beliefs, promoting a democratic learning environment.

Cite This Study

Barros et al. (2025) studied this question.

synapsesocial.com/papers/68af4760ad7bf08b1ead4575 https://doi.org/10.1123/jtpe.2024-0292

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Implication

This case study examines how student-centered approaches enhance preservice teachers' epistemological beliefs in physical education, suggesting deeper engagement.

How Can a Student-Centered Curriculum Impact Preservice Teachers’ Development of Epistemological Beliefs? A Physical Education Longitudinal Case Study

Discussion

Member takes

Implication

Key Points

Cite This Study

How Can a Student-Centered Curriculum Impact Preservice Teachers’ Development of Epistemological Beliefs? A Physical Education Longitudinal Case Study

Discussion

Member takes

Implication

Key Points

Cite This Study

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Also Consider