Reflecting on student reflections in physical education practice: moving beyond a theory-and-practice divide

IF 2.9 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Physical Education and Sport Pedagogy Pub Date : 2023-11-12 DOI:10.1080/17408989.2023.2281913
Lars Bjørke, Mikael Quennerstedt
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Abstract

Background Although the theory/practice dualism seems difficult to deal with in physical education (PE) practice, this paper posits that there are ways in which teachers can enable students to develop holistic competencies that encapsulate elements of both theoretical and practical knowledge. We therefore seek to rethink the relationship between theory and practice in PE practice and present ways in which PE teachers can connect these forms of knowledge with their students. We do so by looking at one of the historically most favoured means of bridging theory and practice: reflection.
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反思学生在体育实践中的反思:超越理论与实践的鸿沟
虽然理论/实践的二元论在体育教学实践中似乎很难处理,但本文认为,教师有办法使学生发展综合理论和实践知识的整体能力。因此,我们试图重新思考体育实践中理论与实践之间的关系,以及体育教师如何将这些知识形式与学生联系起来。为此,我们着眼于历史上最受欢迎的连接理论和实践的方法之一:反思。
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来源期刊
Physical Education and Sport Pedagogy
Physical Education and Sport Pedagogy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.30
自引率
11.10%
发文量
40
期刊介绍: Physical Education and Sport Pedagogy is the official research journal of the Association for Physical Education (AfPE). The journal provides a forum for high quality educational research intended to have a high impact on both policy and practice for a national and international readership. Physical Education and Sport Pedagogy publishes research that reports educational practices in all appropriate contexts including, but not limited to, school physical education, club sport, and active leisure programs. The journal considers papers that discuss a broad range of physical activities, including aquatics, dance, exercise, gymnastics, outdoor and adventure activities, meditative and martial arts and sport. Pedagogy in these contexts refers to the interacting and interdependent components of knowledge and curriculum, learners and learning, and teachers/coaches, teaching/coaching and teacher/coach education. The journal particularly welcomes papers that consider the interactions of each of these components and their practice in specific contexts.
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