Pub Date : 2022-02-28DOI: 10.1080/25742981.2022.2042340
M. Hodges, Ashley Phelps, Robert Knipe, Brooke Doherty, Jeff Colburn, Xiaofen D. Hamilton
ABSTRACT Public school secondary physical education needs support. One approach in assisting is to improve the next generation of preservice physical education teachers (PPETs). The purpose of the study was to explore PPET secondary physical education training through the secondary teaching methods course offered in two universities in the US. A total of 14 PPETs participated in the study. Qualitative methods were employed through a phenomenological framework. Semi-structured interviews were analyzed using constant comparative methods [Kolb (2012). Grounded theory and the constant comparative method: Valid research strategies for educators. Journal of Emerging Trends in Educational Research and Policy Studies, 3(1), 83–86]. Two themes emerged: (a) PPETs have a stronghold on management, as they displayed feelings of high importance towards this topic, and (b) preparing for quality instruction when cooperating teachers are not, resulting in PPETs’ questioning the importance of lesson planning. PPETs views on the misalignment of university and district practices are troubling and suggest university and K-12 partnerships to be formed. Future research should examine ways to improve field experiences associated with these courses.
{"title":"Secondary physical education teaching methods course: through the lens of the preservice teachers","authors":"M. Hodges, Ashley Phelps, Robert Knipe, Brooke Doherty, Jeff Colburn, Xiaofen D. Hamilton","doi":"10.1080/25742981.2022.2042340","DOIUrl":"https://doi.org/10.1080/25742981.2022.2042340","url":null,"abstract":"ABSTRACT Public school secondary physical education needs support. One approach in assisting is to improve the next generation of preservice physical education teachers (PPETs). The purpose of the study was to explore PPET secondary physical education training through the secondary teaching methods course offered in two universities in the US. A total of 14 PPETs participated in the study. Qualitative methods were employed through a phenomenological framework. Semi-structured interviews were analyzed using constant comparative methods [Kolb (2012). Grounded theory and the constant comparative method: Valid research strategies for educators. Journal of Emerging Trends in Educational Research and Policy Studies, 3(1), 83–86]. Two themes emerged: (a) PPETs have a stronghold on management, as they displayed feelings of high importance towards this topic, and (b) preparing for quality instruction when cooperating teachers are not, resulting in PPETs’ questioning the importance of lesson planning. PPETs views on the misalignment of university and district practices are troubling and suggest university and K-12 partnerships to be formed. Future research should examine ways to improve field experiences associated with these courses.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"14 1","pages":"92 - 108"},"PeriodicalIF":1.9,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45468987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-17DOI: 10.1080/25742981.2022.2039074
Dylan Scanlon, A. MacPhail, C. Walsh, D. Tannehill
ABSTRACT Appreciating that a significant amount of assessment-related literature has focused on the ‘what’ of assessment (i.e. what to assess), ‘the systematic use of assessment to improve learning remains the exception rather than the rule’ [Wiliam, D. (2018). Assessment for learning: Meeting the challenge of implementation. Assessment in Education: Principles, Policy & Practice, 25(6), 682–685]. This paper focuses on interrogating ‘why’ and ‘how’ assessment can be effectively embedded in the delivery of learning experiences. That is, assessment as a means to engage students in the learning process rather than as an add-on to the learning experience. Instructional (and constructivist) alignment provides a context to embedding assessment before introducing specific developments in physical education teacher education (PETE) that allow us to share implementation of assessment considerations, planning for embedded assessment and embedding assessment as a component of a PETE programme. Worked examples of embedding assessment are provided to convey what embedded assessment involves and looks like. Lessons learned from advocating for the practice of embedding assessment are shared.
{"title":"Embedding assessment in learning experiences: enacting the principles of instructional alignment in physical education teacher education","authors":"Dylan Scanlon, A. MacPhail, C. Walsh, D. Tannehill","doi":"10.1080/25742981.2022.2039074","DOIUrl":"https://doi.org/10.1080/25742981.2022.2039074","url":null,"abstract":"ABSTRACT Appreciating that a significant amount of assessment-related literature has focused on the ‘what’ of assessment (i.e. what to assess), ‘the systematic use of assessment to improve learning remains the exception rather than the rule’ [Wiliam, D. (2018). Assessment for learning: Meeting the challenge of implementation. Assessment in Education: Principles, Policy & Practice, 25(6), 682–685]. This paper focuses on interrogating ‘why’ and ‘how’ assessment can be effectively embedded in the delivery of learning experiences. That is, assessment as a means to engage students in the learning process rather than as an add-on to the learning experience. Instructional (and constructivist) alignment provides a context to embedding assessment before introducing specific developments in physical education teacher education (PETE) that allow us to share implementation of assessment considerations, planning for embedded assessment and embedding assessment as a component of a PETE programme. Worked examples of embedding assessment are provided to convey what embedded assessment involves and looks like. Lessons learned from advocating for the practice of embedding assessment are shared.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"14 1","pages":"3 - 20"},"PeriodicalIF":1.9,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48167433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-16DOI: 10.1080/25742981.2022.2038646
R. Dixon, J. Robertson
ABSTRACT In this paper, we draw upon Jensen’s ([1997]. A case of two paradigms within health education. Health Education Research, 12(4), 419–428; [2000]. Health knowledge and health education in the democratic health promoting school. Health Education, 100(4), 146–153) Danish work describing two paradigms of school-based health education. Although hailing from the other side of the globe, Jensen’s paradigms of health education are a useful heuristic for critiquing the promises, practices, and potential of health education as it is enacted in schools. Conducting a close read of a range of recent literature from Aotearoa New Zealand – in which a socio-critical orientation to health education is embedded in curriculum policy – we re-visit Jensen’s ideas to develop a contemporary view of the paradigms of health education as they are conceived and are put to work in health education in Aotearoa New Zealand. We explore implications for health education curriculum policy, classroom practice, and research into the subject arising from our extension to the paradigms of health education, taking the position that school-based health education is (still) yet to live up to its numerous promises and rich potential (Alfrey et al. [2021]. Learning about health through ‘intergenerational arts-led pedagogies’ in health and physical education: Exploring pedagogical possibilities. Sport, Education and Society, 26(8), 815–830; Fitzpatrick & Burrows [2017]. Critical health education in Aotearoa New Zealand. Sport, Education and Society, 22(5), 552–568; Leahy et al. [2016]. School health education in changing times: Curriculum, pedagogies and partnerships. Abingdon: Routledge).
在本文中，我们借鉴了Jensen的[1997]。健康教育中两种范式的案例。健康教育研究，12(4)，419-428;[2000]。民主健康促进学校的健康知识与健康教育。健康教育，100(4)，146-153)丹麦的工作，描述了两种以学校为基础的健康教育模式。虽然来自地球的另一边，詹森的健康教育范式是一个有用的启发式批评的承诺，实践和健康教育的潜力，因为它是在学校颁布。仔细阅读一系列来自新西兰奥特亚罗阿的近期文献-其中健康教育的社会批判取向嵌入课程政策-我们重新审视詹森的想法，以发展当代健康教育范式的观点，因为它们是在新西兰奥特亚罗阿的健康教育中构思和实施的。我们探讨了健康教育课程政策、课堂实践和健康教育范式延伸所产生的主题研究的影响，认为以学校为基础的健康教育(仍然)尚未实现其众多承诺和丰富潜力(Alfrey等人[2021])。通过健康和体育教育中的“代际艺术教学法”学习健康:探索教学的可能性。体育、教育和社会，26(8)，815-830;Fitzpatrick & Burrows[2017]。新西兰奥特罗阿的关键健康教育。体育、教育和社会，22(5)，552-568;Leahy et al.[2016]。变革时代的学校健康教育:课程、教学法和伙伴关系。阿宾顿:劳特利奇)。
{"title":"Paradigms of health education in Aotearoa New Zealand: a heuristic for critiquing the promises, practices, and potential of school-based health education","authors":"R. Dixon, J. Robertson","doi":"10.1080/25742981.2022.2038646","DOIUrl":"https://doi.org/10.1080/25742981.2022.2038646","url":null,"abstract":"ABSTRACT In this paper, we draw upon Jensen’s ([1997]. A case of two paradigms within health education. Health Education Research, 12(4), 419–428; [2000]. Health knowledge and health education in the democratic health promoting school. Health Education, 100(4), 146–153) Danish work describing two paradigms of school-based health education. Although hailing from the other side of the globe, Jensen’s paradigms of health education are a useful heuristic for critiquing the promises, practices, and potential of health education as it is enacted in schools. Conducting a close read of a range of recent literature from Aotearoa New Zealand – in which a socio-critical orientation to health education is embedded in curriculum policy – we re-visit Jensen’s ideas to develop a contemporary view of the paradigms of health education as they are conceived and are put to work in health education in Aotearoa New Zealand. We explore implications for health education curriculum policy, classroom practice, and research into the subject arising from our extension to the paradigms of health education, taking the position that school-based health education is (still) yet to live up to its numerous promises and rich potential (Alfrey et al. [2021]. Learning about health through ‘intergenerational arts-led pedagogies’ in health and physical education: Exploring pedagogical possibilities. Sport, Education and Society, 26(8), 815–830; Fitzpatrick & Burrows [2017]. Critical health education in Aotearoa New Zealand. Sport, Education and Society, 22(5), 552–568; Leahy et al. [2016]. School health education in changing times: Curriculum, pedagogies and partnerships. Abingdon: Routledge).","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"14 1","pages":"56 - 72"},"PeriodicalIF":1.9,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42875616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-03DOI: 10.1080/25742981.2022.2032778
C. Walsh, D. Tannehill, A. MacPhail
ABSTRACT The focus of this study was to explore teacher educators’ experiences as they prepared preservice teachers to implement a new physical education curriculum, and to identify their professional needs to support this work. Individual interviews were conducted with 14 teacher educators who taught in a physical education teacher education (PETE) programme. Data were analysed in the spirit of grounded theory [Mordal-Moen & Green, 2014. Neither shaking nor stirring: A case study of reflexivity in Norwegian physical education teacher education. Sport, Education and Society, 19(4), 415–434]. Time to engage with curriculum, space to come together, leadership to manage the process, and opportunities to meet together in a professional capacity were identified as important for implementation of curriculum change in the PETE programme.
{"title":"The perceived needs of teacher educators as they strive to implement curriculum change","authors":"C. Walsh, D. Tannehill, A. MacPhail","doi":"10.1080/25742981.2022.2032778","DOIUrl":"https://doi.org/10.1080/25742981.2022.2032778","url":null,"abstract":"ABSTRACT The focus of this study was to explore teacher educators’ experiences as they prepared preservice teachers to implement a new physical education curriculum, and to identify their professional needs to support this work. Individual interviews were conducted with 14 teacher educators who taught in a physical education teacher education (PETE) programme. Data were analysed in the spirit of grounded theory [Mordal-Moen & Green, 2014. Neither shaking nor stirring: A case study of reflexivity in Norwegian physical education teacher education. Sport, Education and Society, 19(4), 415–434]. Time to engage with curriculum, space to come together, leadership to manage the process, and opportunities to meet together in a professional capacity were identified as important for implementation of curriculum change in the PETE programme.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"13 1","pages":"156 - 169"},"PeriodicalIF":1.9,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48779724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-08DOI: 10.1080/25742981.2021.2018941
S. Belton, Wesley O’Brien, E. Murtagh, J. Costa, J. Issartel, Jamie McGann, M. Manninen
ABSTRACT In Ireland, physical education (PE) in the first three years of second level (12–15 years) is taught within the broader program area of Wellbeing, which necessarily influences the aims and objectives which need to be achieved. Within this context, Y-PATH PE4Me is proposed as an underpinning curriculum model to serve as an appropriate and valuable guide to aid delivery of second-level PE. Y-PATH PE4Me aims to enable every student to lead a sustained physically active life. This proposed curriculum model is facilitated by (i) utilising pedagogical strategies to foster an autonomous motivational climate, and (ii) maintaining a consistent focus on core learning outcomes, which emphasise the development of positive attitudes and motivation towards physical activity, health-related knowledge and awareness, and core movement skills. Y-PATH PE4Me offers a structured model to guide well-aligned pedagogical decisions towards the goals and philosophy of wellbeing-aligned PE.
{"title":"A new curriculum model for second-level physical education: Y-PATH PE4Me","authors":"S. Belton, Wesley O’Brien, E. Murtagh, J. Costa, J. Issartel, Jamie McGann, M. Manninen","doi":"10.1080/25742981.2021.2018941","DOIUrl":"https://doi.org/10.1080/25742981.2021.2018941","url":null,"abstract":"ABSTRACT In Ireland, physical education (PE) in the first three years of second level (12–15 years) is taught within the broader program area of Wellbeing, which necessarily influences the aims and objectives which need to be achieved. Within this context, Y-PATH PE4Me is proposed as an underpinning curriculum model to serve as an appropriate and valuable guide to aid delivery of second-level PE. Y-PATH PE4Me aims to enable every student to lead a sustained physically active life. This proposed curriculum model is facilitated by (i) utilising pedagogical strategies to foster an autonomous motivational climate, and (ii) maintaining a consistent focus on core learning outcomes, which emphasise the development of positive attitudes and motivation towards physical activity, health-related knowledge and awareness, and core movement skills. Y-PATH PE4Me offers a structured model to guide well-aligned pedagogical decisions towards the goals and philosophy of wellbeing-aligned PE.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"13 1","pages":"101 - 122"},"PeriodicalIF":1.9,"publicationDate":"2022-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42217079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-03DOI: 10.1080/25742981.2021.1997336
Jakub Svoboda, I. Jirásek
ABSTRACT Snowshoeing is a traditional winter movement activity, but it is not very often utilised in formal physical education. This research study investigates whether snowshoeing and winter camping are suitable for use in university physical education and how the experience of such activities can benefit students. Eight students (five men, three women) participated voluntarily in this qualitative research study, participating in a five-day snowshoeing course with four nights spent in tents in the mountains in winter. After semi-structured interviews and participatory observation, the data were subjected to interpretative phenomenological analysis. There are three main topics anchored in that data. First, the participants’ experience can become a form of meditation in motion with various mental states, such as deep concentration, or what they describe as ‘head off’ or ‘shutting down’ the mind. The second theme is the connection, the sense of belonging to the group. The last theme is the real experience of nature in winter, as opposed to the routine of everyday life. A programme of snowshoeing and camping in tents in a natural environment in winter can enrich physical education and can help students gain a better understanding of the holistic essence of the human way of being.
{"title":"Snowshoeing and winter camping as an experiential programme for physical education","authors":"Jakub Svoboda, I. Jirásek","doi":"10.1080/25742981.2021.1997336","DOIUrl":"https://doi.org/10.1080/25742981.2021.1997336","url":null,"abstract":"ABSTRACT Snowshoeing is a traditional winter movement activity, but it is not very often utilised in formal physical education. This research study investigates whether snowshoeing and winter camping are suitable for use in university physical education and how the experience of such activities can benefit students. Eight students (five men, three women) participated voluntarily in this qualitative research study, participating in a five-day snowshoeing course with four nights spent in tents in the mountains in winter. After semi-structured interviews and participatory observation, the data were subjected to interpretative phenomenological analysis. There are three main topics anchored in that data. First, the participants’ experience can become a form of meditation in motion with various mental states, such as deep concentration, or what they describe as ‘head off’ or ‘shutting down’ the mind. The second theme is the connection, the sense of belonging to the group. The last theme is the real experience of nature in winter, as opposed to the routine of everyday life. A programme of snowshoeing and camping in tents in a natural environment in winter can enrich physical education and can help students gain a better understanding of the holistic essence of the human way of being.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"13 1","pages":"170 - 190"},"PeriodicalIF":1.9,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43784445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-02DOI: 10.1080/25742981.2021.1997615
A. Gråstén, Marja Kokkonen
ABSTRACT In many countries, sex equality is an essential aim of physical education (PE) curricula, while the PE grouping practices are widely hetero-normative. As far as there is a discrepancy between the curricula and practice, equality will not fully take place. This study examined the associations between PE teachers’ perceived teaching efficacy (student engagement, instruction, class management) and preferences for single-sex (i.e. juridical sex) vs. coeducational grouping in PE. The analysis, based on a cross-sectional online survey of 175 Finnish PE teachers, showed that higher perceived class management was associated with the stronger preferences for single-sex PE. Associations of teacher’s age and teaching experience with the preferences for coeducational vs. single-sex PE showed considerable heterogeneity. PE teachers’ teaching efficacy, especially in class management, for teaching diverse groupings of students could be improved through in-service teacher training in accordance with the national curriculum.
{"title":"Perceived teaching efficacy and coeducational vs. single-sex grouping in physical education teachers","authors":"A. Gråstén, Marja Kokkonen","doi":"10.1080/25742981.2021.1997615","DOIUrl":"https://doi.org/10.1080/25742981.2021.1997615","url":null,"abstract":"ABSTRACT\u0000 In many countries, sex equality is an essential aim of physical education (PE) curricula, while the PE grouping practices are widely hetero-normative. As far as there is a discrepancy between the curricula and practice, equality will not fully take place. This study examined the associations between PE teachers’ perceived teaching efficacy (student engagement, instruction, class management) and preferences for single-sex (i.e. juridical sex) vs. coeducational grouping in PE. The analysis, based on a cross-sectional online survey of 175 Finnish PE teachers, showed that higher perceived class management was associated with the stronger preferences for single-sex PE. Associations of teacher’s age and teaching experience with the preferences for coeducational vs. single-sex PE showed considerable heterogeneity. PE teachers’ teaching efficacy, especially in class management, for teaching diverse groupings of students could be improved through in-service teacher training in accordance with the national curriculum.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"13 1","pages":"123 - 137"},"PeriodicalIF":1.9,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48556619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-02DOI: 10.1080/25742981.2021.1999171
Takahiro Sato, C. McKay, Chie Kataoka, Takafumi Tomura, Isamu Mitabe, A. Miyazaki
ABSTRACT The purpose of this study was to describe and explain Japanese middle school physical education teacher workplace experiences at urban city school districts. Participants were seven middle school physical education teachers (five males and two females) teaching physical education and coaching athletic teams in Japanese middle schools. Data sources included semi-structured face-to-face interviews. Three themes emerged from the data: (a) teachers’ commitment and dedication to students and schools, (b) the conflicting roles of teaching and coaching, and (c) difficulty of organising physical education professional development. The findings suggest that school districts need to overcome role conflicts in teaching and coaching students in middle school settings; to increase teacher intrinsic motivation for professional competencies; and to support collaboration between physical education teachers and school principals to meet students’ needs in physical education and on athletic teams, while keeping the workload and psychological health of the teachers at the forefront.
{"title":"Japanese physical education teachers’ workplace learning at middle schools in urban city school districts","authors":"Takahiro Sato, C. McKay, Chie Kataoka, Takafumi Tomura, Isamu Mitabe, A. Miyazaki","doi":"10.1080/25742981.2021.1999171","DOIUrl":"https://doi.org/10.1080/25742981.2021.1999171","url":null,"abstract":"ABSTRACT The purpose of this study was to describe and explain Japanese middle school physical education teacher workplace experiences at urban city school districts. Participants were seven middle school physical education teachers (five males and two females) teaching physical education and coaching athletic teams in Japanese middle schools. Data sources included semi-structured face-to-face interviews. Three themes emerged from the data: (a) teachers’ commitment and dedication to students and schools, (b) the conflicting roles of teaching and coaching, and (c) difficulty of organising physical education professional development. The findings suggest that school districts need to overcome role conflicts in teaching and coaching students in middle school settings; to increase teacher intrinsic motivation for professional competencies; and to support collaboration between physical education teachers and school principals to meet students’ needs in physical education and on athletic teams, while keeping the workload and psychological health of the teachers at the forefront.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"13 1","pages":"191 - 209"},"PeriodicalIF":1.9,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45219170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-19DOI: 10.1080/25742981.2021.1992291
E. Tsuda, Edward B. Olsen, Masanobu Sato, J. Wyant, Rio Watanabe
ABSTRACT This study aimed to explore in-service and pre-service teachers’ experiences of conducting an online international collaboration unit, called CULTURE (the Culture Unit of Learning to Understand, Respect, and Empathize) in elementary school physical education in the U.S. and Japan. The study used a narrative research design using semi-structured interviews. The participants were 10 in-service and pre-service teachers from the two countries. A constant comparative method was used to interpret the data. Five emerged themes were: (a) Promoting cultural awareness and appreciation, (b) developing communication skills, (c) producing positive experiences for all, (d) project facilitators and barriers, and (e) applying to future professions. The CULTURE could be one of the approaches to facilitate the development of intercultural competence over time.
{"title":"Developing intercultural competence in elementary physical education: an online international collaboration between the U.S. and Japan","authors":"E. Tsuda, Edward B. Olsen, Masanobu Sato, J. Wyant, Rio Watanabe","doi":"10.1080/25742981.2021.1992291","DOIUrl":"https://doi.org/10.1080/25742981.2021.1992291","url":null,"abstract":"ABSTRACT This study aimed to explore in-service and pre-service teachers’ experiences of conducting an online international collaboration unit, called CULTURE (the Culture Unit of Learning to Understand, Respect, and Empathize) in elementary school physical education in the U.S. and Japan. The study used a narrative research design using semi-structured interviews. The participants were 10 in-service and pre-service teachers from the two countries. A constant comparative method was used to interpret the data. Five emerged themes were: (a) Promoting cultural awareness and appreciation, (b) developing communication skills, (c) producing positive experiences for all, (d) project facilitators and barriers, and (e) applying to future professions. The CULTURE could be one of the approaches to facilitate the development of intercultural competence over time.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"13 1","pages":"138 - 155"},"PeriodicalIF":1.9,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45323930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-18DOI: 10.1080/25742981.2021.1990779
Vincent Coleman, S. Gray, Sarah MacIsaac
ABSTRACT This paper describes my practitioner inquiry as a newly qualified teacher, initially used as a form of teacher learning, but ultimately became the reason I remained in the physical education (PE) teaching profession. In Scotland, early-career PE teachers are encouraged to embody the role of teacher–researcher and pursue Career-Long Professional Learning (CLPL) opportunities that nourish creative and enquiring dispositions. However, it is also understood that failure to integrate into political school structures, successfully managing workload and relationships, negotiating curricular content and aims and becoming a competent classroom manager can lead to dissatisfaction and attrition. Supported by critical friends, I use narrative inquiry to explore the contexts and people that shaped my learning during my initial years in the profession and factors contributing to my professional teaching identity. Through this process, I began to understand my professional knowledge landscape as an arena of contested stories that bump, intertwine and converge. This understanding was important for me to feel comfortable as a teacher–researcher and in my decision to remain in the profession. These findings reflect the capacity for growth inherent in a narrative understanding of experience and potential for sustaining PE teacher–researcher identities via research-based practitioner inquiry. Those within Physical Education Teacher Education (PETE) should consider the application of narrative identity work to encourage early-career PE teachers to reflect on the personal, social, and contextual aspects of identity construction in their lives, with the hope they can effectively navigate the shifting landscape of twenty-first century PE.
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