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dc.contributor.authorPetrie, Kirsten Culhane
dc.date.accessioned2012-07-10T23:11:21Z
dc.date.available2012-07-10T23:11:21Z
dc.date.copyright2012-03
dc.date.issued2012
dc.identifier.citationPetrie, K. (2012). Enabling or limiting: the role of pre-packaged curriculum resources in shaping teacher learning. Asia-Pacific Journal of Health, Sport and Physical Education, 3(1), 17-34.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/6448
dc.description.abstractPre-packaged curriculum resources that are purportedly designed to support teachers to deliver physical education in primary school settings have become prolific internationally. While both teachers and teacher educators use curriculum resources extensively, there has been little exploration into the effectiveness of resources in supporting teacher learning. The use of curriculum resources in one PD programme is used to illustrate the extent to which resources mediate teacher learning, acting as enablers and limiters for changing teacher practice, potentially both reskilling and deskilling teachers. The design and use of curriculum materials needs to be re-imagined in order to better support teacher learning.en_NZ
dc.language.isoen
dc.publisherRoutledgeen_NZ
dc.relation.ispartofAsia-Pacific Journal of Health, Sport and Physical Education
dc.relation.urihttp://www.tandfonline.com/doi/abs/10.1080/18377122.2012.666196en_NZ
dc.subjectphysical educationen_NZ
dc.subjectpre-packaged curriculum resourcesen_NZ
dc.subjectprofessional developmenten_NZ
dc.subjectteacher learningen_NZ
dc.titleEnabling or limiting: the role of pre-packaged curriculum resources in shaping teacher learningen_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1080/18377122.2012.666196en_NZ
dc.relation.isPartOfAsia-Pacific Journal of Health, Sport and Physical Educationen_NZ
pubs.begin-page17en_NZ
pubs.elements-id37659
pubs.end-page34en_NZ
pubs.issue1en_NZ
pubs.volume3en_NZ


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