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The Leximancer text mining software analysed their scripts, producing themes suggesting similarities across modes and genders, with subtle cohort differences possibly linked to age or experience.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/australian-journal-of-teacher-education-issue-3-article-2/593700/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-issue-3-article-2/593700.png","ImageObject",300,407,{"name":42,"@type":43},"4398046744996","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What learning experience does the paper introduce for preservice teachers?","Question",{"text":63,"@type":64},"The paper introduces an activity where preservice teachers identify, reflect on, interrogate, and reframe a critical incident from their own PE or sport schooling experiences.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were participants' responses analysed?",{"text":68,"@type":64},"Participants’ scripts were analysed using the Leximancer text mining software to extract themes and concepts.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the findings suggest about different groups?",{"text":72,"@type":64},"Themes and concepts were similar across off- and on-campus modes and across males and females, though subtle differences may relate to age or experience.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593700,1792167583,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":11,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":127,"language":138,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":12,"update_tm":142,"read_time":143,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 41 | Issue 3 | Article 2 |\n| --- | --- |\n| 2016\u003Cbr>Preservice Generalist Teachers Enlightened Approach to Teaching Physical Education through Teacher Biography.\u003Cbr>John E. Haynes\u003Cbr>The University of New England, jhaynes2@une.edu.au\u003Cbr>Judith A. Miller\u003Cbr>University of New England, [jmiller7@une.edu.au](jmiller7@une.edu.au)\u003Cbr>Valeria Varea\u003Cbr>University of New England, [vvarea3@une.edu.au](vvarea3@une.edu.au) |  |\n\nRecommended Citation  \nHaynes, J. E., Miller, J. A., & Varea, V. (2016). Preservice Generalist Teachers Enlightened Approach to Teaching Physical Education through Teacher Biography.. Australian Journal of Teacher Education, 41 (3).  \n[http://dx.doi.org/10.14221/ajte.2016v41n3.2](http://dx.doi.org/10.14221/ajte.2016v41n3.2)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss3/2](http://ro.ecu.edu.au/ajte/vol41/iss3/2)  \nPreservice Generalist Teachers Enlightened Approach to Teaching Physical Education Through Teacher Biography  \nJohn E. Haynes  \nJudith A. Miller  \nValeria Varea  \nUniversity of New England, Armidale  \nAbstract: This paper describes a new learning experience, which was introduced following an examination of the literature regarding preservice primary school teachers’(PPST) notions oftheir past experience in Physical Education (PE) (Elliott 2013). PPSTs were given the opportunity to recognise, reflect, interrogate and reframe a critical incident from their schooling in PE or Sport. This exercise was designed to enlighten students about their own schooling and the potential impact this event may have on pre-conceived ideas and opinions about teaching PE. Students (N=214) enrolled in off and on campus mode, of a preservice teacher education program in a university located in regional NSW, were asked to provide information about, and to analyse, an incident, either positive or negative that occurred in PE or Sport during their primary or secondary school years. In addition, students were encouraged to reframe the incident and to seek out alternative actions that could have influenced the outcome. The aim was to encourage reflection about how preconceived notions pertaining to PE might be dealt within their present position as a preservice teacher. The PPSTs scripts were analysed using the Leximancer text mining software (Smith, 2000).  \nFindings from the analysis provided themes and concepts, which suggest a similarity for both, off and on campus, males and females.  \nHowever, there are some subtle differences between the cohorts that may be due to age or experience.  \nBackground  \nThere is a plethora of research surrounding teacher biographies and Physical Education (PE), including the work of Allison, Pissanos and Sakola (1990) CurtnerSmith (2006); Goodwin (2010); Valtonen, Hirvensalo, Reunamo, & Ruismäki (2014); Morgan and Hansen (2008); Webster, Monsma and Erwin (2010), to name but a few. These studies focus on teacher socialisation, background experiences and memories of the practical aspects of PE in the school context. In addition, the findings from these studies include and recommend that without an interrogation of past school-based PE experiences there may be a diminished effect of preservice teacher education. Interestingly, it has been suggested that males tend to have more pleasurable schoolbased PE experiences than their female counterparts (Azzarito, Solmon, & Harrison, 2006; Enright & O'Sullivan, 2010; Flintoff & Scraton, 2001; Garrett, 2004; Keay,  \n2007; Wright, 1996) and that some preservice teachers’ understandings of PE are generated in school-based PE (Garrett & Wrench, 2012) . Therefore, these experiences may influence their gendered teacher biographies differently. Callcott, Miller and Wilson-Gahan (2015) recommend an activity to recognise, reflect, interrogate andreframe a school-based PE or sport event as a necessary exercise to improve teacher quality. However, little research has been c","cbCaikLsVPPgeZ4o","https://ap.wps.com/l/cbCaikLsVPPgeZ4o","pdf",940956,"English","# Abstract\n## Study design and intervention\n## Participants and data analysis\n## Findings and implications","[{\"question\":\"What learning experience does the paper introduce for preservice teachers?\",\"answer\":\"The paper introduces an activity where preservice teachers identify, reflect on, interrogate, and reframe a critical incident from their own PE or sport schooling experiences.\"},{\"question\":\"How were participants' responses analysed?\",\"answer\":\"Participants’ scripts were analysed using the Leximancer text mining software to extract themes and concepts.\"},{\"question\":\"What do the findings suggest about different groups?\",\"answer\":\"Themes and concepts were similar across off- and on-campus modes and across males and females, though subtle differences may relate to age or experience.\"}]","Australian Journal of Teacher Education - Issue 3 - Article 2 | PDF",1792077743,48]