Research Impact This TPJ report draws on a unique data set that informs and deepens our understanding of initial teacher education and how stakeholders, from divergent vantage points, interpret the origins, developments, and emerging impact […]
Tag: Antonio Calderón
New Publication: Engaging in a Social Learning Space as Physical Education Teacher Educators
A new publication by Professor Ann MacPhail, Dr Antonio Calderón and Dr Elaine Murtagh, alongside their co-authors, explores how social learning spaces can support professional learning among physical education teacher educators working across institutional and […]
New Publication: Beyond Silos – Professional Learning Across Boundaries in Physical Education and Teacher Education
A new publication by Dr Antonio Calderón, Deniz Hünük and colleagues explores professional learning across boundaries within an international physical education and teacher education project. Reference Hordvik, M., Castro-García, M., Beni, S., Calderón, A., Fernández-Río, […]
PUBLICATION: EMBEDDING PRACTITIONER RESEARCH AS A PEDAGOGY FOR SOCIAL JUSTICE IN PHYSICAL EDUCATION TEACHER EDUCATION.
Research impact: This study contributes to the growing field of social justice in PETE by positioning practitioner research as a pedagogy for social justice with potential to support PSTs in navigating the complex journey from […]
PUBLICATION: THE ‘SIGNATURE’ AND THE ‘PEDAGOGY’ WITHIN SIGNATURE PEDAGOGIES: REFINING (AUTO)BIOGRAPHICAL PEDAGOGIES AND PEDAGOGIES OF PROFESSIONAL LEARNING TO TEACH ABOUT AND THROUGH SOCIAL JUSTICE.
Research impact: This paper provides a further example of evidence-informed teaching and assessment in the BSc in Physical Education at the University of Limerick. Research on teaching and learning in the programme is extensive, and […]
PUBLICATION: EXPLORING THE INTRODUCTION OF THE FRAMEWORK FOR JUNIOR CYCLE – FINAL REPORT – DR. ANTONIO CALDERON.
Research impact: This is the final report from a 4-year multi-faceted, multi-dimensional study on the impact of the introduction of the Framework for Junior Cycle. Guided by the important principles of independence and robust scholarly […]
Digital technology in physical education: An entangled pedagogy perspective.
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 […]
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 […]
