scholarly journals Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools

SAGE Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 215824401882038 ◽  
Author(s):  
Tawanda Majoko
Keyword(s):  
Physical Education ◽  
Social Relationships ◽  
Primary Schools ◽  
Children With Disabilities ◽  
Document Analysis ◽  
Pedagogical Practices ◽  
Comparative Approach ◽  
Observation Data ◽  
Individual Interviews ◽  
Regular Classrooms

Since Zimbabwe adopted inclusion in 1994 in alignment with the world, the number of children with disabilities educated in regular schools has significantly increased. Teachers experience diverse challenges when including children with disabilities in physical education (PE) in regular classrooms. This qualitative study carried out individual interviews, document analysis and nonparticipant observations with 24 Zimbabwean primary school teachers to explore pedagogical practices for including children with disabilities in PE in regular classrooms. A comparative approach of organizing individual interviews, document analysis and observation data with continual adjustment was used throughout the analysis. Although participants had individual and institutional concerns, including inadequate preparation and resources, about the inclusion of children with disabilities in PE in regular classrooms, they had positive dispositions toward it. Knowing individual children, having positive social relationships with children, fostering positive social relationships among children, supporting collaborative structures and cultures, and utilizing adapted instruction facilitated the inclusion of children with disabilities in PE in regular classrooms. Individual and institutional capacity building, including comprehensive preservice and in-service teacher training and the passage and enforcement of specific policies and legislation on inclusion, could enhance the inclusion of children with disabilities in PE in regular classrooms. This study serves as a baseline for future studies on the subject.

scholarly journals The Influence of Occupational Socialization on Novice Teachers’ Practical Knowledge, Confidence and Teaching in Physical Education

2017 ◽  
Vol 6 (1) ◽  
pp. 86 ◽  
Author(s):  
Jan-Erik Romar ◽  
Alexandra Frisk
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Novice Teachers ◽  
Primary Schools ◽  
Teacher Education Program ◽  
Practical Knowledge ◽  
Pedagogical Practices ◽  
Second Phase ◽  
Occupational Socialization ◽  
Data Set

The purpose of this qualitative multiple-case study was to examine the influence of occupational socialization on three novice physical education teachers’ practical knowledge, confidence in teaching content and enacted pedagogical practices. This study involved three novice teachers who taught in Finnish primary schools. Data sources included nonparticipant lesson observations and semi-structured in-depth teacher interviews. The analysis occurred in two phases. Initially, we created a case narrative for each teacher with respect to the research questions through an inductive process that integrated the occupational socialization theory. For the second phase, a cross-case analysis was completed to provide a comprehensive and in-depth understanding of the data set. Each teacher’s occupational socialization experiences influenced their teaching confidence, planning practices and enacted pedagogical actions. In addition, the teacher education program experience extended their practical knowledge and was evident in their PE teaching. Therefore, in designing the pedagogical structure in teacher education, it is essential to consider pre-service teachers’ experiences about teaching, schooling, sport and physical education and thereby strengthen their knowledge and skills of how to teach physical education and provide students with quality learning experiences.

Playing to our strengths: Generalist teachers’ experiences of class swapping for primary physical education

2019 ◽  
Vol 26 (2) ◽  
pp. 571-586 ◽  
Author(s):  
Liam Clohessy ◽  
Richard Bowles ◽  
Déirdre Ní Chróinín
Keyword(s):  
Physical Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
School Teacher ◽  
Specific Area ◽  
Primary School Teacher ◽  
Individual Interviews ◽  
Lead Teachers ◽  
Teachers Experiences ◽  
Generalist Teachers

Class swapping is the process whereby a generalist primary school teacher with a particular subject expertise and interest swaps classes with a teacher colleague and they teach each other’s class a specific area of the curriculum. Instances of class swapping for physical education (PE) have been noted in many countries, but there is currently no explicit research into this practice. Consequently, this research investigated the experiences of two generalist teachers with additional PE expertise teaching PE to classes other than their own in two Irish primary schools over two separate intervention periods totalling 18 weeks. The participants’ experiences of class swapping for PE were analysed using qualitative data generated by individual interviews, pupil focus groups, researcher observations and teacher reflections. Hargreaves and Fullan’s theory of professional capital was used as a theoretical framework. The lead teachers’ expertise and enthusiasm for PE provided the pupils involved with rich PE experiences. The opportunity to teach additional PE also increased the lead teachers’ ability and motivation to provide further PE leadership within their schools. Furthermore, class swapping contributed to increased teacher interactions focused on teaching and learning. These findings make a worthwhile contribution to our understanding of class swapping and its potential to enrich pupil experiences in primary PE settings where generalist teachers operate.

scholarly journals Teachers’ Perceptions of Physical Education in Aotearoa/New Zealand Primary Schools

2020 ◽  
Author(s):  
Barrie Gordon ◽  
B Dyson ◽  
J Cowan ◽  
A McKenzie ◽  
B Shulruf
Keyword(s):  
New Zealand ◽  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Teachers Perceptions ◽  
Education Planning ◽  
Individual Interviews ◽  
National Monitoring ◽  
Aotearoa New Zealand ◽  
Research In Education

© 2016, New Zealand Association for Research in Education. This study examines practicing primary school teacher’s perceptions of the teaching of physical education in their schools. There has been some criticism of primary school physical education but until now this criticism has been largely based on a number of small studies involving limited numbers of teachers and schools. This study involved surveys of 487 teachers and in-depth individual interviews with 33 teachers located across six major regions of Aotearoa/New Zealand. The findings are presented in four themes: what does physical education look like; who teaches physical education; planning, assessment and reflection; and influences on the teaching of physical education. The study identified that what occurs in the physical education space in primary schools is often inconsistent and variable. The findings are discussed in relation to the requirements of the New Zealand Curriculum, the 2014 National Monitoring Study of Student Achievement report and previous research on primary school physical education. The article concludes by discussing future directions for the teaching physical education in light of these findings.

Peer Rejection and Perceived Quality of Relations With Schoolmates Among Children With ADHD

2014 ◽  
Vol 22 (8) ◽  
pp. 738-751 ◽  
Author(s):  
Paweł Grygiel ◽  
Grzegorz Humenny ◽  
Sławomir Rębisz ◽  
Elżbieta Bajcar ◽  
Piotr Świtaj
Keyword(s):  
Social Relationships ◽  
Social Relations ◽  
Primary Schools ◽  
Perceived Quality ◽  
Sociometric Status ◽  
Children With Adhd ◽  
Adhd Diagnosis ◽  
Regular Classrooms ◽  
The Impact

Objective: The main aim of the current study was to investigate the links between ADHD diagnosis and the objective and subjective dimensions of social relationships among children from primary schools. Method: We used the data from 36 regular classrooms, consisting of 718 students, with each containing at least one child with an established clinical diagnosis of ADHD (38 children). Results: For children with ADHD, the level of the perceived quality of social relations was lower than that of children without such a diagnosis. After controlling for sociometric status, the impact of ADHD on perceived status proved to be statistically nonsignificant but the indirect impact of ADHD on this status through sociometric status was statistically significant. Conclusion: Children diagnosed with ADHD are more often rejected by their peers and have a more pessimistic view of their social world. Moreover, ADHD diagnosis does not have a direct influence on the perceived quality of social relations otherwise than through sociometric status.

scholarly journals La educación física en educación primaria: espacio de construcción de las masculinidades y feminidades (Physical Education in primary education: space for the construction of masculinity and femininity)

Retos ◽  
2019 ◽  
pp. 143-150
Author(s):  
Iriana Sánchez-Alvarez ◽  
Carmen Rodríguez-Menéndez ◽  
Omar García-Pérez
Keyword(s):  
Physical Education ◽  
Primary Schools ◽  
Sixth Grade ◽  
Grade Group ◽  
Gender Interaction ◽  
Individual Interviews ◽  
Gender Hierarchy ◽  
The Status ◽  
Educación Primaria

El artículo muestra los resultados de una investigación que ha estudiado la construcción de las identidades de género en la escuela primaria. Más específicamente, nuestro objetivo ha sido comprender e interpretar el papel de las clases de Educación Física como contextos de interacción que permiten resistirse/acomodarse a las personalidades de género hegemónicas. Durante una estancia de seis meses, para realizar una investigación etnográfica, se realizó una observación participante en un aula de sexto curso compuesto por 13 niñas y 13 niños. El trabajo de campo se completó con seis grupos de discusión y doce entrevistas individuales. Los resultados permiten concluir que la actividad física en general, y el futbol en particular, son elementos articuladores de la jerarquía de género en la escuela determinando el estatus que exhiben los niños con una masculinidad hegemónica. También se concluye que las clases de educación física son espacios privilegiados de interacción de género, en las que la actitud del profesorado favorece el mantenimiento de las categorías normativas de género. Abstract: This article shows the results of a research that has studied the construction of gender identities in primary schools. More specifically, our objective was to understand and to interpret the role of Physical Education classes as an interaction context that allows resisting/accommodating hegemonic gender personalities. During a six-month stay, in order to perform ethnographic research, we observed 13 girls and 13 boys from a sixth-grade group. The fieldwork was completed with six focus groups and twelve individual interviews. The results allow us to conclude that physical activity in general, and football in particular, are articulating elements of gender hierarchy in schools by determining the status shown by children with a hegemonic masculinity. As a conclusion, physical education classes are privileged spaces for gender interaction, in which the attitude of teachers stimulate the maintenance of gender normative categories.

scholarly journals Teachers’ Perceptions of Physical Education in Aotearoa/New Zealand Primary Schools

2020 ◽  
Author(s):  
Barrie Gordon ◽  
B Dyson ◽  
J Cowan ◽  
A McKenzie ◽  
B Shulruf
Keyword(s):  
New Zealand ◽  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Teachers Perceptions ◽  
Education Planning ◽  
Individual Interviews ◽  
National Monitoring ◽  
Aotearoa New Zealand ◽  
Research In Education

© 2016, New Zealand Association for Research in Education. This study examines practicing primary school teacher’s perceptions of the teaching of physical education in their schools. There has been some criticism of primary school physical education but until now this criticism has been largely based on a number of small studies involving limited numbers of teachers and schools. This study involved surveys of 487 teachers and in-depth individual interviews with 33 teachers located across six major regions of Aotearoa/New Zealand. The findings are presented in four themes: what does physical education look like; who teaches physical education; planning, assessment and reflection; and influences on the teaching of physical education. The study identified that what occurs in the physical education space in primary schools is often inconsistent and variable. The findings are discussed in relation to the requirements of the New Zealand Curriculum, the 2014 National Monitoring Study of Student Achievement report and previous research on primary school physical education. The article concludes by discussing future directions for the teaching physical education in light of these findings.

An archaeological analysis to trace the emergence and transformation of qualified physical education teachers in Singapore primary schools

2019 ◽  
Vol 41 (2) ◽  
pp. 69-84
Author(s):  
Ho Jin Chung ◽  
Muhammad Sufri ◽  
Chee Keng John Wang
Keyword(s):  
Physical Education ◽  
Primary Schools ◽  
Physical Education Teachers ◽  
National Archives ◽  
The Future ◽  
The Status ◽  
Archaeology Of Knowledge ◽  
Archaeological Analysis ◽  
Key Events ◽  
Underlying Processes

This study explored the underlying processes associated with the policy of increasing qualified physical education teachers (QPETs) in Singapore primary schools. Data were collected from the National Archives of Singapore, Newslink, NewpaperSG and documents. An ‘archaeological analysis’ by Foucault (1972) was used to trace the discursive conditions which enabled and facilitated the policy. Three distinct elements were borrowed from ‘The Archaeology of Knowledge and the Discourse on Language’, namely: the status – as reflected in the positions of individuals influencing the PE policies and initiatives; the institutional sites – as in the locations of the decisions being exercised, and; the situation – identified by the key events leading to the decision to increase QPETs in primary schools. The conclusions based on the analysis of these elements offer a clearer understanding of the various contributions to the adoption of the policy and serve to provide an insightful lens to policymakers who might seek to redesign the future shape of Physical Education.

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