Metacognitive analysis of pre-service teacher conception of Teaching Games for Understanding (TGfU) using blogs

Dean Dudley, David Baxter

    Research output: Contribution to journalArticlepeer-review

    6 Citations (Scopus)

    Abstract

    Previous studies have sought to ascertain Teaching Games for Understanding (TGfU) conception in pre-service teachers. This exploratory study investigated the problems outlined in the literature surrounding the development of TGfU understanding among pre-service teachers (n = 44) of the curriculum instruction model. Blog postings were analysed over an eight-week period to identify the varying levels of student conception of TGfU using the Structure of Observed Learning Outcomes (SOLO) taxonomy in order to ascertain whether there are specific aspects of TGfU conception that prevent learning of deeper concepts. The study found that students move through at least two SOLO levels of metacognitive development. For pre-service teachers, TGfU represents a challenge to their pedagogical paradigm. This may limit their understanding of TGfU when they perceive that it is not antithetical to their existing paradigm but rather it represents a balanced approach to achieving the goals of skill-based instruction.
    Original languageEnglish
    Pages (from-to)186-196
    Number of pages11
    JournalAsia-Pacific Journal of Teacher Education
    Volume41
    Issue number2
    DOIs
    Publication statusPublished - May 2013

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