She also asks this wonderful question about local cultures and whether teacher education can be useful in a universal way.
I don’t have a good answer to that.

From Ball and Forzani (2009)
bsky.app/profile/pete...

That teaching is a relational activity is for me a truism. However in this paper by Ball and Forzani (2009) doi.org/10.1177/0022... they visualise the relationships teaching should be concerned about. It’s about intentionally using professional knowledge to make these fruitful relationships.

The “what” and the “how” of teacher education as foundations to teacher education. files.eric.ed.gov/fulltext/ED6...

Coherence between vision, the knowledge, skills and dispositions we want to develop and an effective pedagogy of teacher education is key.

This leads to Gotwalt proposing a refinement of practice based teacher education to a purpose orientated teacher education doi.org/10.1016/j.ta... This approach does not see practice & purpose as dichotomous but requires teacher educators to integrate them within their pedagogy to teaching teachers.

This focus not just on accurately replicating what teachers do, but understanding why they do it. For Kavanagh and colleagues pedagogical reasoning should be prioritised as core to teaching practice and offer 6 ways that teacher educators can do that in their practice.

doi.org/10.1016/j.ta...

For Kennedy (2016) there are five persistent challenges that teachers must dynamically respond to (but never truly solve). This could be considered a negative perspective - such as working with people who at restless and easily distracted - but it describes the reality quite well.

It’s good to see recent work in PETE reviewing & brining coherence to what pedagogies that PE Teacher Educators use in their practice doi.org/10.1080/1740...

Which of these ‘signature pedagogies’ of PETE do novice teacher educators need to focus on developing to become more effective?

Bell and Moore doi.org/10.1080/0162... add two steps to Ball’s idea of how we can improve teacher education:
- provide evidence for effective ways to teach these core practices
- then use those practices within their programmes

Ward and colleagues have been attempting to do that in the US developing and refining a set of practices that are core to PE doi.org/10.1123/jtpe...

As teacher education has limited to time, an important part of PBTE is to decide what core practices that novice teachers need. Work has been done by Philip Ward for PE Teacher Education doi.org/10.1123/jtpe... How many PE teacher education programmes are built on this approach?

Mosston (1966, pg. 3) proposes that “Teaching behaviour is a cumulative chain of decision making” which becomes the axiom that teaching styles are built upon.

Whilst focused on PE the same can be applied to PE Teacher Education, but this requires intentionality. How intentional are we in PETE?

When examining the data he was able to articulate three principles that underpinned his practice as a teacher educator:

They were:
1. building community is-the foundation of practice
2. not just modelling: explaining and reflecting on modelling
3. identity-matters

At the heart of enacting pedagogy of teacher education is the way a teacher would "knowingly and purposefully create conditions for students of teaching to see into teaching.”

Reminds me of what Margret Whitehead once wrote about fun within Physical Education and its potential danger.

Teaching PE and teaching novices how to teach PE are two different things.

The first requires a pedagogy that helps children and young people to learn about, through and in movement.

The second requires a pedagogy that helps adults learn how to do the first. A pedagogy of PE Teacher Education.