scholarly journals Opinión de docentes y estudiantes sobre las clases de educación física en secundaria

2016 ◽  
Vol 20 (2) ◽  
pp. 1
Author(s):  
Mauricio Cristhian Portillo-Torres ◽  
Óscar Hernández-Quesada ◽  
Hannia Quirós-Quirós
Keyword(s):  
High School ◽  
Physical Education ◽  
Focus Group ◽  
Focus Groups ◽  
Curriculum Reform ◽  
San Jose ◽  
Teachers And Students ◽  
The Subject

This paper reflects the views of teachers and students about the physical education classes in high school, with the aim of describing the most relevant aspects of those lessons from the approach to curriculum reform “Ethics, Aesthetics and Citizenship”. The opinion of teachers and students were collected through eight focus groups in four of the country’s educational regions (Alajuela, Cartago, Pérez Zeledón, Central San José). In all, 38 teachers and 27 students participated; each focus group lasted about an hour. The information collected was digitalized, categorized and analyzed using the program Atlas.ti7. The results show that physical education classes changed in a positive way. This is reflected in the diversity of activities that take place in the classroom. However, teachers and students express concern on how to design, implement and evaluate projects in the subject.

scholarly journals Curriculum Reform and the Teaching of History in High Schools during the Ma Ying-jeou Presidency

2017 ◽  
Vol 46 (1) ◽  
pp. 101-130
Author(s):  
Vladimir Stolojan
Keyword(s):  
High School ◽  
High Schools ◽  
Curriculum Reform ◽  
Policy Making ◽  
History Curriculum ◽  
School History ◽  
Policy Making Process ◽  
The Subject ◽  
First Time ◽  
Taiwan Independence

The last two years of Ma Ying-jeou's (Ma Yingjiu) presidency saw the eruption of a controversy surrounding proposed revisions to the high school history curriculum. Although not the first time that the subject of history has exacerbated the tensions between holders of a China-centred view of Taiwan's history and those favouring a more Taiwan-centred approach, this crisis, which took place mainly between 2014 and 2015, was undoubtedly the fiercest witnessed by the Taiwanese society in the sphere of educational issues. By putting the 2014–2015 dispute into perspective through a review of the different attempts made by the pro-Taiwan independence Chen Shui-bian (Chen Shuibian) and the pro-unification Ma Ying-jeou governments to edit the history curriculum, this article will underline the specificities of this particular controversy. This contribution will, therefore, help to shed new light not only on the perception of Taiwan's history promoted by the Ma administration, but also the policy-making process which characterised the last years of Ma's presidency.

scholarly journals Implementing Curriculum Within a Context of Fear and Disengagement

1997 ◽  
Vol 17 (1) ◽  
pp. 52-71 ◽  
Author(s):  
Catherine D. Ennis ◽  
Donetta J. Cothran ◽  
Keren S. Davidson ◽  
Susan J. Loftus ◽  
Lynn Owens ◽  
...  
Keyword(s):  
High School ◽  
Student Engagement ◽  
Physical Education ◽  
Ethnographic Study ◽  
Physical Education Teachers ◽  
Education Data ◽  
Teachers And Students ◽  
High School Physical Education ◽  
Innovative Curriculum ◽  
To Receive

The purpose of this study was to examine situational and personal contextual factors that teachers and students reported as enhancing or minimizing student engagement in urban high school physical education classes. In this ethnographic study, 21 physical education teachers and their students in six high schools were observed, and all teachers at six schools and 51 students at five schools were interviewed to examine their perspectives on physical education. Data were analyzed using constant comparison. Findings suggested that students found some tasks to be embarrassing, boring, and irrelevant. Some students preferred to receive a failing grade rather than participate. All participants reported a sense of fear and alienation in the school or class environments. Students, however, described several teachers who created contexts of engagement in these schools. These teachers connected personally with students and worked to provide an innovative curriculum that students felt was relevant and worthwhile.

scholarly journals Multilingualism in Curriculum Reform (LK20) and Teachers’ Perceptions: Mind the Gap?

2021 ◽  
Vol 9 (2) ◽  
pp. 25-50
Author(s):  
Gro-Anita Myklevold ◽  
Heike Speitz
Keyword(s):  
Curriculum Reform ◽  
Core Curriculum ◽  
Linguistic Diversity ◽  
Foreign Languages ◽  
Language Policies ◽  
Teachers Perceptions ◽  
Teachers And Students ◽  
The Subject ◽  
Research Questions ◽  
The One

The present study investigates the dichotomous relationship between the official language policies celebrating multilingualism in education on the one hand, and the practice field facing practical challenges concerning their students’ multilingualism on the other hand (Cummins & Persad, 2014; Lundberg, 2019). Document analysis of LK20 and focus groups of teachers were used to investigate two research questions; 1) Which aspects of multilingualism are represented in the core curriculum and in the subject curricula of English, Foreign languages and Norwegian in LK20? and 2) How are aspects of multilingualism in LK20 perceived by teachers of English, Foreign languages and Norwegian? The findings indicate that there is a gap between the intentions of the ideological curriculum and the perceived and experiential curricula of teachers and students (Goodlad, 1979). When LK20 states that “All pupils shall experience that being proficient in a number of languages is a resource, both in school and society at large”, the teachers report that this normative assumption may place too much responsibility on different stakeholders such as students, as some are reluctant to display their multilingual repertoires in class. Furthermore, although the intentions at the ideological level of LK20 seem clear, the operational level remains unclear, since how this claim is to be applied in the classroom is not specified. This, in addition to the fact that multilingualism is conceptualized in a different way in the three language subject curricula of English, Foreign Languages and Norwegian, may explain why teachers report that, despite being positive towards linguistic diversity, they are insecure concerning the operationalization of multilingualism in their classrooms. Keywords: Multilingualism, Plurilingualism, Operationalizations of multilingualism, Language policies

scholarly journals Datchball y Colpbol como recursos para promover la inteligencia interpersonal: Experiencia didáctica aplicada con chicas y chicos de Educación Secundaria (Datchball and Colpbol as resources to promote interpersonal intelligence: A didactic experience for

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 470-477
Author(s):  
Cristina Jaquete Pérez ◽  
Elena Ramírez Rico
Keyword(s):  
High School ◽  
Physical Education ◽  
Prosocial Behavior ◽  
Statistical Evaluation ◽  
Educational Context ◽  
Before And After ◽  
The Subject

  El presente trabajo expone una experiencia didáctica diseñada para trabajar la mejora de la inteligencia interpersonal, a través de la impartición de deportes alternativos, dentro del contexto educativo de Educación Secundaria Obligatoria para la asignatura de Educación Física (EF). Por las características que se contemplan en sus reglamentos, el datchball y el colpbol fueron los deportes elegidos. Asimismo, se llevó a cabo un análisis estadístico con la que estudiar la influencia de los beneficios de estos dos deportes en la inteligencia interpersonal del estudiantado. Proceso, que consistió en analizar el desarrollo de las variables cooperación y empatía, íntimamente relacionadas con la inteligencia interpersonal. La muestra fue de 107 estudiantes (60 chicos y 47 chicas) pertenecientes a los cursos de 2º y 3º E.S.O. Para la evaluación de estas dos variables se utilizó el cuestionario de cooperación deportiva de Leo, Sánchez-Miguel, Sánchez-Oliva, Amado & García-Calvo (2011), y el cuestionario de conducta prosocial de Martorell, González & Calvo (1998). Estos dos cuestionarios fueron cumplimentados por el alumnado tanto antes como después de la experiencia didáctica para poder así analizar si hubo o no alguna variación en las variables.  Los resultados que se obtuvieron reflejaron una mejoría tanto en la variable empatía como en la cooperación incondicionada. Está experiencia, por tanto, da indicios que demuestran la mejora de la inteligencia interpersonal entre el estudiantado de ambos sexos durante las clases de Educación Física.  Abstract. This paper presents a didactic experience designed to improve interpersonal intelligence, through the teaching of novel alternative sports, and tooking place within the educational context of high school in the subject of Physical Education. Due to the characteristics contemplated in their sports regulations, datchball and colpbol were the sports chosen for its impartation. Furthermore, a statistical evaluation was executed to study the influence of the benefits of these two sports on the student’s interpersonal intelligence. This process consisted in analyzing the development of the variables cooperation and empathy, intimately related to interpersonal intelligence. The sample was of 107 students (60 boys and 47 girls) belonging to the 2nd and 3rd years of the CSE. For the evaluation of these two variables, the sports cooperation questionnaire from Leo, Sánchez-Miguel, Sánchez-Oliva, Amado & García-Calvo (2011) and the questionnaire of prosocial behavior from Martorell, González & Calvo (1998) were selected. These two questionnaires were distributed to the students before and after the didactic experience, in order to analyze if there was any variation in the variables. The results obtained showed an improvement in the empathy variable and in the unconditional cooperation. Therefore, this proposal helps to improve the development of interpersonal among students of both genders during Physical Education.

scholarly journals Principal’s Leadership In Developing The Competencies Of Physical Education Teachers In Muhammadiyah Nitikan Elementary School Yogyakarta

KINESTETIK ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 35-46
Author(s):  
Arifin Arifin ◽  
Enung Hasanah
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Qualitative Method ◽  
Work Group ◽  
Leadership Role ◽  
Physical Education Teachers ◽  
Teacher Skills ◽  
Teachers And Students ◽  
Teacher Work ◽  
The Subject

This study explores the principal's leadership role in developing Muhammadiyah Nitikan Yogyakarta Elementary School's physical education teacher's competencies. The researchers used a qualitative method in the research. The researchers collected the data through collecting data from observations, interviews, and documentation. The sample is determined through purposive sampling. The number of participants in this study amounted to 10 respondents. The sample consisted of principals, curriculum time, arts and talent lecturers, physical education teachers, and students. This study concluded that the principal had made full efforts by enforcing programs and activities to develop physical education (PE) teachers' competencies at Muhammadiyah Nitikan Yogyakarta Elementary School to teach physical education effectively and master learning materials. Programs enforced to improve the competencies of physical education teachers namely as follows: 1) planning for developing the competence of PE teachers by following the Teacher Work Group (KKG) and the Subject Teacher Deliberation (MGMP); 2) Mapping the competence of teacher skills through competency tests and writing scientific articles or enforcing classroom action research (PTK); 3) Giving opportunities for PE teachers to attend sports training and seminars; 4) Direct coaching by the principal.

Service-learning from the views of university teachers: a qualitative study based on focus groups

2013 ◽  
Vol 25 (4) ◽  
pp. 385-393 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Stephen C.F. Chan
Keyword(s):  
Hong Kong ◽  
Service Learning ◽  
Focus Group ◽  
Qualitative Study ◽  
Focus Groups ◽  
Undergraduate Curriculum ◽  
Focus Group Interviews ◽  
University Teachers ◽  
The Subject ◽  
Group Interviews

Abstract Under the New Undergraduate Curriculum at The Hong Kong Polytechnic University (PolyU), students are required to take a 3-credit subject to fulfill service-learning requirements. To understand the views of teachers regarding service-learning, five focus group interviews (n=33) are conducted to examine the perceived characteristics and myths of service-learning as well as colleagues’ views on the policy at PolyU. Results showed that most informants are aware of service-learning and have seen its benefits to both students and teachers. Most informants also possess positive views about service-learning. Nevertheless, in terms of service-learning at PolyU, three different groups of views on service-learning are observed, namely, positive, negative, and mixed views. This paper also discusses teachers’ views on the anticipated difficulties of service-learning implementation and the ways, by which to promote the subject in the PolyU context.

scholarly journals Victims of bullying: contributions to identify cases of bullying in Physical Education in High School Education

2020 ◽  
Vol 15 (43) ◽  
pp. 109-119
Keyword(s):  
High School ◽  
Content Analysis ◽  
Physical Education ◽  
School Education ◽  
High School Education ◽  
Semistructured Interview ◽  
Analysis Technique ◽  
The Subject ◽  
Bullying Victims ◽  
Victims Of Bullying

The objective is to analyze the perception of bullying victims in Physical Education. This research will help detect own characteristics of physical education to which professionals must pay special attention, to identify and avoid cases of bullying. The sample consists of three people victims of bullying in High School, who were interviewed following a semistructured interview. The analysis of these interviews was carried out using the content analysis technique. The results highlight that in Physical Education there are intrinsic characteristics that facilitate episodes of bullying like as conformation of the groups, spaces of harassment, such as locker rooms, motor levels of students, roles within the subject, content and activities that are used.

Sign in / Sign up

Export Citation Format

Share Document