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dc.contributor.authorStodter, Annaen_NZ
dc.contributor.authorCope, Eden_NZ
dc.contributor.authorTownsend, Robert C.en_NZ
dc.date.accessioned2021-04-23T04:10:56Z
dc.date.available2021-04-23T04:10:56Z
dc.date.issued2021en_NZ
dc.identifier.citationStodter, A., Cope, E., & Townsend, R. C. (2021). Reflective conversations as a basis for sport coaches’ learning: a theory-informed pedagogic design for educating reflective practitioners. Professional Development in Education. https://doi.org/10.1080/19415257.2021.1902836en
dc.identifier.issn1941-5257en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/14254
dc.description.abstractThere is a clear need to design more effective professional learning environments, particularly in sport coaching as a developing educational profession. The purpose of this study was to investigate the interplay between theory-informed pedagogic design, the role of the coach developer, and sport coaches’ perceived learning in a Higher Education online undergraduate module on reflective practice. The project involved designing a module based on domain-specific theories of coaches’ learning and implementing multiple ‘reflective conversations’ with 21 professional association football coaches to structure their learning. Thematic analysis of data from 24 reflective conversations, five follow up semi-structured interviews and four focus group interviews, as well as a coach developer interview, determined perceptions of design, delivery and development. Findings demonstrated that theory-informed design and the aligned skill-set of the coach developer was significant in developing depth of participant coaches’ understanding, and connecting theory to authentic reflective practice. The findings provide evidence to support the need for developing underpinning pedagogic design in the effectiveness of professional learning environments for developing reflective practitioners in educative professions such as sport coaching.
dc.language.isoenen_NZ
dc.publisherTaylor & Francisen_NZ
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis in Professional development in education on 19 March 2021, available online: http://www.tandfonline.com/10.1080/19415257.2021.1902836
dc.subjectSocial Sciencesen_NZ
dc.subjectEducation & Educational Researchen_NZ
dc.subjectReflective conversationsen_NZ
dc.subjectReflective practiceen_NZ
dc.subjectSport coachingen_NZ
dc.subjectHigher educationen_NZ
dc.titleReflective conversations as a basis for sport coaches' learning: a theory-informed pedagogic design for educating reflective practitionersen_NZ
dc.typeJournal Article
dc.identifier.doi10.1080/19415257.2021.1902836en_NZ
dc.relation.isPartOfProfessional development in educationen_NZ
pubs.elements-id260036
pubs.publication-statusPublisheden_NZ
dc.identifier.eissn1941-5265en_NZ


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