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Direct linkLore W. E. Vleugels; Toon Dehandschutter; Peter Iserbyt – International Journal of Kinesiology in Higher Education, 2025
Selecting and sequencing instructional tasks to facilitate student learning (i.e. content development) is an important skill for physical education teachers. Research has shown that teachers often have little content development following an informing task. In addition, depth of specialized content knowledge (SCK) as expressed by the SCK-index is…
Descriptors: Lesson Plans, Preservice Teachers, Instructional Development, Educational Games
Peter Iserbyt; Anke Mous; Charlotte Vandenlindenloof; Kian Vanluyten – Journal of Teaching in Physical Education, 2025
Purpose: We investigated the effect of a content knowledge workshop on a teacher's content development in terms of selected task types, task adaptations, and in turn children's task performance during a six-lesson crawl swimming unit in elementary school. Methods: One physical education teacher taught two 6-lesson units of the front crawl before…
Descriptors: Pedagogical Content Knowledge, Elementary School Teachers, Elementary School Students, Program Effectiveness
Octavia Kint; Daan Duppen; Geert Vandermeersche; An-Sofie Smetcoren; Liesbeth De Donder – International Journal of Social Research Methodology, 2025
This paper aims to gain a better understanding of co-creative research key principles and their enactment in real-life practices. The study is based on interviews and a focus group with academic researchers and professionals (n = 16) involved in eight co-creative research projects funded by the Brussels Regional Institute for Research and…
Descriptors: Researchers, Professional Personnel, Participatory Research, Institutes (Training Programs)
