scholarly journals Investigating the ‘integration of theory and practice’ in examination physical education

2018 ◽  
Vol 25 (4) ◽  
pp. 1036-1055 ◽  
Author(s):  
Andrew Jones ◽  
Dawn Penney
Keyword(s):  
Physical Education ◽  
Teacher Educators ◽  
Learning Opportunities ◽  
Curriculum Planning ◽  
Theory And Practice ◽  
Pedagogical Practices ◽  
Assessment Practices ◽  
Integrated Theory ◽  
Conceptual Clarity ◽  
Official Curriculum

This paper presents theoretical insights and empirical findings from research in Western Australia (WA) that explored the concept of ‘integrated theory and practice’ in the context of the introduction of a new examination physical education course. The lack of conceptual clarity associated with attempts to embed ‘integration’ into curriculum developments in examination physical education internationally provided a stimulus for this research. Focusing on a new Physical Education Studies course in WA, the research foregrounded the concept of policy enactment and used Arnold’s framework of learning in, through and about movement as a critical frame to investigate the specific notions of integration that were embedded in the official curriculum text and expressed in pedagogical practices in schools implementing the new course. The paper reports findings from the investigation of the pedagogic meanings that four teachers gave to ‘integrated theory and practice’. The data illustrate the varied meanings teachers gave to ‘integration’ and the differences consequently arising in their curriculum planning, teaching and assessment practices associated with the new Physical Education Studies course. Analysis of the data identified opportunistic, structured and investigative ‘integrated’ pedagogies. Data associated with each approach are presented and the expression of Arnold’s dimensions within each approach explored. Discussion pursues the conditions enabling different pedagogical practices to emerge from the new Physical Education Studies course and the learning opportunities provided to students by the different pedagogical approaches. The paper presents a case for further engagement with the pedagogical expression of Arnold’s framework by curriculum developers, researchers, teacher educators and teachers.

Physical Education Teacher Educators’ Personal Perspectives Regarding Their Practice of Critical Pedagogy

2005 ◽  
Vol 24 (3) ◽  
pp. 243-264 ◽  
Author(s):  
Beatriz Muros Ruiz ◽  
Juan-Miguel Fernández-Balboa
Keyword(s):  
Physical Education ◽  
Critical Pedagogy ◽  
Teacher Educators ◽  
Pedagogical Practices ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Limited Success ◽  
The Social ◽  
Definition Of

Many researchers and theoretical scholars have questioned the social-transformative claims of critical pedagogy (CP) in physical education. Most of these criticisms center on its application in physical education teacher education (PETE). Our knowledge of the perspectives and practices of physical education teacher educators (PETEs) who claim to practice CP, however, is still tentative at best; consequently, the reason for its limited success are still largely unknown. To shed some light on this issue, 17 PETEs who claimed to practice critical pedagogy were interviewed at length regarding their definition of CP, including its principles and purposes, and their pedagogical practices. The results show that more than half of the PETEs did not fully understand the main principles and purposes of CP as presented in the literature, and that many of their methods were incongruent with these principles and purposes. This lack of understanding of CP might be an important factor contributing to its limited success in PETE. In view of this, caution and critical reflection are recommended when engaging in this type of pedagogy. Some implications for PETE are provided as well.

Trading Places: From Physical Education Teachers to Teacher Educators

2012 ◽  
Vol 31 (4) ◽  
pp. 362-380 ◽  
Author(s):  
Ashley Casey ◽  
Tim Fletcher
Keyword(s):  
High School ◽  
Teacher Education ◽  
Physical Education ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Data Gathering ◽  
Theory And Practice ◽  
Structured Learning ◽  
School Teaching ◽  
Transition From High School

Recently, there has been an increase in research on becoming teacher educators, yet little is known about becoming physical education teacher educators (PETE). Responding to concerns about the current state of doctoral PETE programs and inadequate preparation of novice teacher educators, this paper explores our transition from high school teaching to university-based PETE. Employing self-study methodologies we used ourselves as data gathering tools to improve our understandings of self and practice. Our analysis showed that we struggled with the transition from teacher to teacher educator, primarily in navigating the different pedagogies required in teacher education. Based on our high school and PETE experiences, we drew on different sources to shape our respective pedagogies of teacher education. Future PETEs may benefit from structured learning about teaching teachers where they can discover and explore teacher education theory and practice, or be provided with opportunities to observe experienced colleagues and engage in discussion about PETE programming and practice with mentors.

scholarly journals Shifting the Delivery but Keeping the Focus: A Reflection on Ensuring Quality Teacher Preparation during a Pandemic

2021 ◽  
Vol 11 (8) ◽  
pp. 401
Author(s):  
Michelle J. Eady ◽  
Corinne A. Green ◽  
Holly Capocchiano
Keyword(s):  
Teacher Educators ◽  
Learning Opportunities ◽  
Pedagogical Practices ◽  
Initial Teacher Education ◽  
Delivery Mode ◽  
Discussion Paper ◽  
Tertiary Institutions ◽  
Strong Focus ◽  
Assessment Tasks ◽  
Major Shift

There is a strong focus to connect theory with practice in initial teacher education (ITE). This discussion paper explores how we shifted teaching modes and assessment tasks in light of the Coronavirus Pandemic (COVID-19) when digital technologies were unexpectedly catapulted to the main delivery mode for the preparation of future teachers. During this time, connecting theory to authentic practice became a complicated issue. Globally, teacher educators were faced with the challenge of providing authentic learning opportunities for ITE without the ability to be physically present in school and classroom environments. Tertiary institutions were swiftly and unprecedently required to re-think and re-imagine their pedagogical practices. This change affected the self-efficacy and confidence of many academics who were underprepared for this major shift in teaching as they created, transitioned and implemented online material for their students under strict timelines. Our reflections in this paper present a guide and example for others to follow.

МЕКТЕП ЖАШЫНА ЧЕЙИНКИ БАЛДАРДЫН ДЕН СООЛУГУН ЧЫҢДООДО ОЮН ТЕХНОЛОГИЯСЫН КОЛДОНУУ

2020 ◽  
pp. 158-160
Author(s):  
Салтанат Кошалиева
Keyword(s):  
Physical Education ◽  
Preschool Education ◽  
Speech Development ◽  
The Body ◽  
Preschool Age ◽  
Theory And Practice ◽  
Main Task ◽  
Physical And Mental Health ◽  
School Students ◽  
Number Of Children

Аннотация: Бул макалада мектеп жашына чейинки балдардын ден соолугун чыңдоодо оюн технологиясын пайдалануунун өзгөчөлүктөрү талкууланат. Метепке чейинки курак баланын дене-бой жана психикалык ден соолугунун пайдубалын түптөөнүн чечүүчү этабы болуп саналат. Бул мезгилде органдардын ургаалдуу өнүгүшү жана организмдин функциялык системасынын калыптанышы жүрүүдө. Акыркы жылдары мектепке чейинки балдардын ден соолугунун начарлаганы туруктуу тенденцияга айланып, оорулуу балдардын саны көбөйүүдө. Мектеп жашына чейинки балдардын психикалык жана сүйлөө жөндөмдөрүн оюн аркылуу жакшыртып, жаңы механизмдерин иштеп чыгуу жагы каралган. Бала бакчанын негизги милдети - баланы өз алдынча жашоого даярдоо, жакшы адаттарга багыттоо менен тарбиялоо иши макалада каралган. Түйүндүү сөздөр: Ден соолук, бала бакчада, дене тарбия, элдик оюндар, тарбиялоо, ден соолукту чыңдоо, иш пландар, жаш муундар, коюлган талаптар, педагогикалык шарттар. Аннотация: В данной статье рассматриваются особенности использования игровых технологий в оздоровлении дошкольников. Дошкольный возраст является решающим этапом в формировании фундамента физического и психического здоровья ребенка. В этот период идет интенсивное развитие органов и становление функциональных систем организма. Наметившаяся в последние годы устойчивая тенденция ухудшения здоровья дошкольников, увеличение количества детей с нарушениями психического и речевого развития, диктует необходимость поиска механизмов, позволяющая изменить эту ситуацию. Основная задача детского сада - подготовить ребенка к самостоятельной жизни, дав ему для этого необходимые умения, навыки, воспитав определенные привычки. Сегодня в дошкольных учреждениях уделяется большое внимание здоровье сберегающим технологиям, которые направлены на решение самой главной задачидошкольного образования – сохранить, поддержать и обогатить здоровье детей. Ключевые слова: Здоровье, детский сад, физическое воспитание, народные подвижные игры, физические упражнения, общеобразовательная школа, учащиеся, воспитание, оздоровление, подрастающее поколение, предъявляемые требования, педагогические условия, теория и практика физического воспитания, подвижные игры. Abstract: This article discusses the features of the use of game technologies in the rehabilitation of preschoolers. Preschool age is a crucial stage in the formation of the Foundation of physical and mental health of the child. During this period there is an intensive development of organs and the formation of functional systems of the body. The steady tendency of deterioration of health of preschool children outlined in recent years, increase in number of children with violations of mental and speech development, dictates need of search of the mechanisms allowing to change this situation. The main task of the kindergarten is to prepare the child for independent life, giving him the necessary skills, bringing up certain habits. Today, preschool institutions pay great attention to health-saving technologies, which are aimed at solving the most important task of preschool education – to preserve, support and enrich the health of children. Key words: Health, kindergarten, physical education, folk outdoor games, physical exercises, secondary school, students, education, rehabilitation, the younger generation, the requirements, pedagogical conditions, theory and practice of physical education, out-door games.

Marketcraft in Theory and Practice

2018 ◽  
Author(s):  
Steven K. Vogel
Keyword(s):  
Public Debate ◽  
Theory And Practice ◽  
Market Behavior ◽  
Market Institutions ◽  
Conceptual Clarity ◽  
Market Governance ◽  
Policy Prescription

This chapter advances three propositions. First, it specifies how the conventional framing and language of debates over market governance, such as the governments-versus-markets dichotomy, hamper public debate, policy prescription, and scholarly analysis, and offers suggestions for how to deploy more precise language, enhance conceptual clarity, and refine analysis. Second, it demonstrates how even the most sophisticated analysts of market institutions sometimes fail to appreciate the full ramifications of their own arguments. They fall into the same linguistic traps as their intellectual adversaries, for example, or they fail to capture the extent to which market behavior is learned, not natural, and market operations are constructed, not free. And third, the chapter concludes by demonstrating how conceptual misunderstandings can beget very real policy errors, and specifying policy lessons for both market liberals and progressives.

scholarly journals Developing the practice of pre-service physical education teachers through a dyad model of lesson study

2021 ◽  
pp. 1356336X2110046
Author(s):  
Penny Lamb ◽  
Graham King
Keyword(s):  
Physical Education ◽  
Lesson Study ◽  
Computer Mediated Communication ◽  
Learning To Teach ◽  
Individual Learning ◽  
Theory And Practice ◽  
Learning Needs ◽  
Cross Sectional ◽  
Holistic View ◽  
School Based

This article reports on a dyad model of lesson study aimed at scaffolding the theory and practice of learning to teach physical education. Participants were pre-service teachers (PSTs) completing a 38-week Master’s-level Postgraduate Certificate in Education in eastern England, training to teach the secondary age range (11–18 years). A total of 40 PSTs volunteered to participate in the study during their school-based training. A three-year cross-sectional case-study framework involving three distinct cohorts of PSTs allowed for a comparison of data, captured through computer-mediated communication. Dialogue through email communications and electronic evaluations was analysed inductively. Three substantive themes were identified as a result of the PSTs’ experiences: (a) developing confidence in the classroom through collaboration with a peer; (b) developing physical education pedagogies to support students’ individual learning needs; and (c) developing physical education pedagogies to support assessment of students’ progress. The dyad lesson study model provided a safe and non-hierarchical platform for collaboration between PSTs. Peer-to-peer reflection on aspects of their own practice instilled confidence and enhanced understanding, particularly in relation to understanding students’ individual learning needs to promote progress and assessing such progress. Dyad lesson study positively supported PSTs’ professional development against prescribed Teachers’ Standards beyond the formal hierarchical rules and structures associated with the school-based training process. Such collaborative conversations can help to minimise professional isolation for PSTs during their school-based training and address the juxtaposition of connecting the theory of learning to teach with a holistic view of student learning in practice.

scholarly journals Effect of Curriculum Planning for Physical Education in Colleges on Innovation Ability

2020 ◽  
Vol 15 (12) ◽  
pp. 103
Author(s):  
Huiqiu Guo
Keyword(s):  
Physical Education ◽  
Fuzzy Theory ◽  
Evaluation Model ◽  
Curriculum Planning ◽  
Practical Significance ◽  
Fuzzy Evaluation ◽  
Promoting Effect ◽  
Innovation Ability ◽  
Fuzzy Evaluation Model ◽  
Current Curriculum

With poor integrity and unclear goals, the curriculum planning for physical education (PE) in colleges cannot effectively promote the innovation ability of students. To solve the problem, this paper attempts to clearly evaluate the effect of curriculum planning for college PE on the innovation ability of PE majors. Based on the defects of the current curriculum planning, the authors put forward several strategies and suggestions to enhance the promoting effect of college PE curriculum planning on innovation ability. Following the fuzzy theory, an index system and a fuzzy evaluation model were put forward to quantify the effect of college PE curriculum planning on innovation ability. The research results have great theoretical and practical significance.

Equity and justice for all

2017 ◽  
Vol 16 (3) ◽  
pp. 331-346 ◽  
Author(s):  
Valerie Kinloch ◽  
Kerry Dixon
Keyword(s):  
Critical Race Theory ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Pedagogical Practices ◽  
Political Climate ◽  
Critical Whiteness Studies ◽  
Content Type ◽  
Post Secondary ◽  
Black And White ◽  
Urban Teacher

Purpose This paper aims to examine the cultivation of anti-racist practices with pre- and in-service teachers in post-secondary contexts, and the tensions of engaging in this work for equity and justice in urban teacher education. Design/methodology/approach The paper relies on critical race theory (CRT) and critical whiteness studies (CWS), as well as auto-ethnographic and storytelling methods to examine how black in-service teachers working with a black teacher educator and white pre-service teachers working with a white teacher educator enacted strategies for cultivating anti-racist practices. Findings Findings indicate that for black and white educators alike, developing critical consciousness and anti-racist pedagogical practices requires naming racism as the central construct of oppression. Moreover, teachers and teacher educators demonstrated the importance of explicitly naming racism and centralizing (rather than de-centralizing) the political project of anti-racism within the current socio-political climate. Research limitations/implications In addition to racism, educators’ racialized identities must be centralized to support individual anti-racist pedagogical practices. Storying racism provides a context for this individualized work and provides a framework for disrupting master narratives embedded in educational institutions. Originality/value Much has been written about the importance of teachers connecting to students’ out-of-school lives to increase academic achievement and advance educational justice. Strategies for forging those connections include using assets-based practices and linking school curricula to students’ community and cultural identities. While these connections are important, this paper focuses on teachers’ explicit anti-racist practices in urban education.

Sign in / Sign up

Export Citation Format

Share Document