K
Karen Swabey
Researcher at University of Tasmania
Publications - 60
Citations - 356
Karen Swabey is an academic researcher from University of Tasmania. The author has contributed to research in topics: Context (language use) & Curriculum. The author has an hindex of 8, co-authored 59 publications receiving 314 citations.
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Journal ArticleDOI
Rethinking Sport Teaching in Physical Education: A Case Study of Research Based Innovation in Teacher Education
TL;DR: In this paper, Drummond et al. focused on the significance of physical education teacher education (PETE) in the diffusion of 'new' thinking about sport teaching in physical education.
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Meeting the Standards? Exploring Preparedness for Teaching
TL;DR: In this article, the authors focused on the perceptions of pre-service and beginning health and physical education (HPE) teachers in relation to their preparedness for teaching, and a questionnaire was designed to engage with teacher professional standards addressing (i), professional knowledge; (ii), professional relationships and (iii), professional practice.
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Poverty alleviation among persons with disabilities via United Nations' sustainable development goals in Ghana: Voices of stakeholders with disabilities
TL;DR: The authors conducted face-to-face interviews with 48 individuals with disabilities (hearing loss n = 11, visual impairment n = 15, and physical disability n = 22) who were drawn from four districts in the Northern Region of Ghana.
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Teacher adaptation to flexible learning environments
Craig Deed,Damian Blake,Joanne Henriksen,Amanda Mooney,Vaughan Prain,Russell Tytler,Tina Zitzlaff,Marie Edwards,Sherridan Emery,Tracey Muir,Karen Swabey,Damon Thomas,Cathleen Farrelly,Valerie Lovejoy,Noel Meyers,Doug Fingland +15 more
TL;DR: In this paper, an Australian case study focused on how teachers framed and enacted changes in practice by perceiving action possibilities of the flexible environment and (re)configuring the classroom environment over time through their professional agency.
Journal Article
Pre-Service Teachers' Acceptance and use of Mobile Learning in Malaysia
TL;DR: The study found that performance expectancy, effort expectancy, social influence, attitude toward technology and self efficiently are all significant determinants of behavioural intentions to use mobile devices for learning.