A key take home message or common line of thought that has been core throughout the chapter is the one related to the extent to which the use of digital technologies for teaching and learning […]
Tag: Antonio Calderón
Deconstructing the standards for ‘high quality’ initial teacher education in Ireland: implications for teacher educators’ professional learning and agency – Dr. Antonio Calderon
This paper invites reflection and invites teacher educators to move from passively accepting imposed policy frameworks, to actively engaging with them to foster innovation, growth, and critical dialogue. It critically examines the Céim: Standards for Initial […]
The influence of gamification on the type of student motivation in physical education
This study highlights a nuanced impact of gamification in education: it reliably raises students’ extrinsic motivation, especially introjected regulation, while risking displacement of deeper, self-determined drives. The implication is to redesign toward purpose-rich mechanics that […]
Developing guiding principles for the Socially-Just Teaching Personal and Social Responsibility(SJ-TPSR) approach: lessons learned from a collaborative self-study
The purpose of this paper was to draw on lessons learned from physical education teacher education (PETE) teacher educators enacting the SJ-TPSR approach to co-construct guiding principles to support pedagogical decision-making in future enactments of […]
Making sense of the alignment of social justice beliefs, theory, and pedagogy: being and becoming a physical education teacher educator for social justice.
This research speaks to both the deeply intertwined journey of personal growth, critical reflection, and dialogical interactions, highlighting the interconnected nature of pedagogy, theory, and personal beliefs in shaping social justice practice. As such, the […]
Book Chapter: The Irish Physical Education and Sport Pedagogy Workforce: An Example of Collective Action for High Impact
Chapter Summary: This is the first book chapter that offers an in-depth description of the Irish Physical Education and Sport Pedagogy (PESP) Workforce. It is the product of a collaboration from key PE stakeholders (e.g., PE […]
Reflecting on the Final Transnational Meeting of the PhysEd Academy Project
From April 28 to May 1, 2025, University of Limerick (PESS Department) hosted the final transnational meeting of the PhysEd Academy project – a vibrant collaboration of researchers, teacher educators, and practitioners from across Europe, […]
Teaching and learning about teaching physical education: exploring one way of translating conflicting theories into transformative practice
In physical education teacher education (PETE), rich descriptions of pedagogical processes for translating theory into practice, or of pedagogical approaches informed by sound theory, are limited. These descriptions are even more uncommon when both processes […]
Excellence in Physical Education at the University of Limerick – Antonio Calderón.
The University of Limerick (UL) offers an exceptional opportunity for aspiring educators through its Professional Master of Education: Physical Education programme. This innovative and research-informed programme is designed to equip future teachers with cutting-edge pedagogical […]
Publication: Navigating times of change through communities of practice: A focus on teacher educators’ realities and professional learning
Research Impact: In this paper, we explored how participation in a CoP influenced university-based teacher educators’ professional learning, identity, pedagogy, and wellbeing. Through a two-year period thirty-five online meetings were organised. The hidden impact of […]
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