scholarly journals Negociando el currículum en educación física. Una propuesta práctica de cogestión (Negotiating the curriculum in physical education. A practical proposal of co-management)

Retos ◽  
2015 ◽  
pp. 223-228
Author(s):  
Daniel Martos Garcia ◽  
Esther Tamarit López ◽  
Guillem Torrent Benavent
Keyword(s):  
Physical Education ◽  
Participant Observation ◽  
Collaborative Work ◽  
Physical Education Teachers ◽  
Second Phase ◽  
School Year ◽  
Practical Proposal ◽  
Group Interviews ◽  
State Schools

Este artículo tiene como finalidad describir críticamente el proceso de negociación del currículum en Educación Física en las etapas de secundaria y bachillerato, poniendo encima de la mesa los problemas que pueden surgir y aportando algunas soluciones para difundir su uso y aumentar de este modo la participación del alumnado en los procesos educativos. Esta propuesta está fundamentada en los resultados obtenidos en un estudio de casos en que participaron dos centros públicos de la Comunidad Valenciana: a) un grupo de 3º de secundaria con 17 alumnos y b), en una segunda fase, un grupo de 1º de bachillerato con 19 alumnos. El estudio, en que participaron los dos profesores de Educación Física, se desarrolló mediante la recolección de datos cualitativos a través de la observación participante y no participante, entrevistas grupales, cuestionarios de respuesta abierta y recopilación de documentación diversa. A la vista de los resultados, se discuten los problemas surgidos y sus soluciones, como: a) el conflicto que puede generar este tipo de iniciativas, que exigen diálogo y transparencia; b) la falta de tiempo para desarrollar oportunamente dichas innovaciones, que requiere dedicarle más sesiones durante el curso; c) el hecho de no poder cerrar la programación al inicio del curso, lo que se solucionaría con un deseado trabajo en grupo de todo el departamento; y, d) la barrera que supone la falta de formación del profesorado a la hora de afrontar este tipo de innovaciones. En conclusión, se demandan investigaciones colaborativas al respecto. Abstract. This paper aims to critically describe the process of negotiating the Physical Education curriculum in Secondary Education and Sixth Form, pointing out the problems that may arise and some solutions in order to spread their use and improve students’ participation in their own education process. This proposal is based on the results of a case study carried out in two state schools of Valencia. In a first stage, a group of Year 10 participated with 17 pupils and, in a second phase, a group of Year 12 participated with 19 students. Also, two Physical Education teachers were involved in the study. It was developed by collecting qualitative data through participant and non-participant observation, group interviews, open-answered questionnaires and gathering of different documents. Based on the results, problems encountered and solutions are discussed, such as: a) conflicts from negotiating since it demands dialogue and transparency; b) time to develop innovations properly, considering that more sessions are required during the school year; c) to submit an initial syllabus planning not closed but accessible to changes, which would demand a collaborative work among teachers; d) or adequate teacher training to deal with this type of innovations, which would be more easily accomplished by getting involved in proposals of collaborative research.

#SayHerName: Black Women Physical Education Teachers of the Year

2021 ◽  
pp. 1-10
Author(s):  
Tara B. Blackshear
Keyword(s):  
Black Women ◽  
Physical Education ◽  
Critical Race Theory ◽  
Role Models ◽  
Culturally Responsive ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Teachers Of The Year ◽  
Women's Voices ◽  
Group Interviews

Purpose: Black women are devalued in many aspects of American culture—physical education (PE) is no exception. Platforms to celebrate Black women’s excellence in PE are scarce. Drawing on Black feminist thought and critical race theory, the purpose of this article is to describe and explain the experiences of Black women physical educators who earned PE Teacher of the Year. Participants: Two Black women share their experiences as physical educators and PE Teachers of the Year. Methods: Qualitative narrative inquiry consisting of semistructured, virtual group interviews was employed. Results: Four core themes were identified: (a) invisibility, (b) superwoman syndrome, (c) affirming role models, and (d) culturally responsive pedagogies. Discussion/Conclusion: Elevating Black women’s voices in PE requires a deconstruction of limited exposure opportunities. Normalizing Black excellence in PE acknowledges that Black women’s intersectionalities create enormous challenges yet foster students’ success. Black women physical educators benefit students and society.

“I’m supposed to feel like this is my home”

2018 ◽  
Vol 56 (5) ◽  
pp. 519-532
Author(s):  
Roozbeh Shirazi
Keyword(s):  
Political Action ◽  
Participant Observation ◽  
Ethnographic Case Study ◽  
Administrative Authority ◽  
Content Type ◽  
Affinity Group ◽  
Group Interviews ◽  
Muslim Student ◽  
Educational Decision Making

Purpose The purpose of this paper is to examine how the exercise of administrative authority to suspend the Muslim Student Association (MSA), an affinity group at a suburban Midwestern high school, was experienced and perceived by affected students. Notably, it traces the mobilization of the MSA students to challenge the principal’s authority through formal channels within the district to reopen the affinity group. In doing so, the students’ activism represents an example of dissensus, or mode of political engagement that challenges top-down models of fostering equity and diversity in schools. Design/methodology/approach The data are drawn from a nine-month ethnographic case study at an inner-ring suburban school in a large Midwestern metropolitan area. Data include participant observation of classrooms and affinity group meetings, semi-structured individual and group interviews, informal conversation and analytical memos synthesizing ethnographic fieldnotes. Findings Though the school and district have made different investments in strengthening equity and diversity at the school, transnational and minoritized Muslim students report a school climate that is characterized by exclusion and racialized surveillance. The principal’s decision to suspend the MSA was characterized by a narrow understanding of the purpose of the group and the identities of the student members. The decision to suspend the MSA, however, produced conditions centering the agentive potential of marginalized and minoritized students. Originality/value This paper opens up the tensions challenges of incorporating student voice into educational decision making. Notably, it highlights important possibilities for political action students when their voices cannot or will not be heard by those who make decisions on their behalf.

scholarly journals El trabajo colaborativo virtual: herramienta de formación del profesorado de Educación Física (Virtual collaborative work: a training tool for physical education teachers)

Retos ◽  
2015 ◽  
pp. 24-27
Author(s):  
Meritxell Monguillot Hernando ◽  
Montse Guitert Catasús ◽  
Carles González Arévalo
Keyword(s):  
Physical Education ◽  
Collaborative Learning ◽  
Secondary School ◽  
Qualitative Methodology ◽  
Collaborative Work ◽  
Physical Education Teachers ◽  
Educational Tools ◽  
Training Tool ◽  
Aprendizaje Virtual ◽  
Trabajo Colaborativo

La presente investigación ha tenido por objetivo analizar la influencia del trabajo colaborativo virtual como herramienta para la creación y mejora del conocimiento curricular de tres profesores de educación física de secundaria. Se ha basado en la investigación educativa de modalidad en línea y en un enfoque cualitativo mediante el diseño de investigación-acción. Los resultados obtenidos han mostrado el potencial del trabajo colaborativo virtual como herramienta de formación para el profesorado de educación física.Palabras clave: aprendizaje virtual, formación permanente, profesorado, educación física.Abstract: The present research is based on the qualitative methodology perspective related to online educational tools. The work aims to evaluate the influence of the collaborative learning to improve the knowledge of three P.E. teachers of secondary school. The obtained results show the potential of collaborative learning as a tool to improve the weaknesses and the knowledge of the PE teachers. Keywords: Learning environments, lifelong learning, teacher, physical education.

scholarly journals School physical education

2020 ◽  
Vol 22 (3) ◽  
pp. 699-719
Author(s):  
Walter Roberto Correia ◽  
Sergio Roberto Silveira
Keyword(s):  
Physical Education ◽  
Physical Education Teachers ◽  
Second Phase ◽  
School Knowledge ◽  
Academic Position ◽  
Two Phases ◽  
Do So

This article has as its goal to justify and analyze the thematic propositions of the XV Seminar of School Physical Education: teachers’ autonomy and responsibilities. To do so, the theme is historically contextualized from two phases: 1) The search for legitimacy in the academia and; 2) The search for approximating teachers and their teachings. In the first one, it is possible to affirm that the seminars organized by EEFEUSP, from their very beginning and throughout the following twenty years, have presented an academic position towards the specificities and the different forms of school knowledge related to the curriculum component Physical Education, aiming at contributing to a legitimacy of the Physical Education itself in the academia. In the second phase, the question is properly and profitably addressed so to justify the seminar’s time and social place, targeting the teaching and the building of different kinds of knowledge through it. In this last phase, it is noticed an increase in the number of participants and also in the number of presentations, showing that the path chosen with locus on the teaching was right. Finally, once the analysis of the editing of the XV Seminar of School Physical Education is finished, it is put in this essay the challenge to think and project seminars to the next decade.

scholarly journals Benefits of Outdoor Sports in Blue Spaces. The Case of School Nautical Activities in Viana do Castelo

2020 ◽  
Vol 17 (22) ◽  
pp. 8470
Author(s):  
Míriam Rocher ◽  
Bruno Silva ◽  
Gonçalo Cruz ◽  
Renato Bentes ◽  
Josep Lloret ◽  
...  
Keyword(s):  
Physical Education ◽  
Children And Adolescents ◽  
Well Being ◽  
Social Benefits ◽  
School Age Children ◽  
Physical Education Teachers ◽  
School Age ◽  
Outdoor Sports ◽  
The Social

Participating in outdoor sports in blue spaces is recognized to produce a range of significant social benefits. This case study empirically analyzes the social benefits associated with the School Nautical Activities project carried out in Viana do Castelo (Portugal) in school-age children and adolescents. It consisted of a 4 year program in which scholars took part in nautical activities (surfing, rowing, sailing, and canoeing) in blue spaces once a week during a semester as a part of their physical education course. The methods used for data collection were as follows: (1) a survey answered by 595 participants in the program and (2) five focus groups (FG): two FGs with participants (seven on each FG), two FGs with their parents (eight participants each), and one FG with the physical education teachers (five participants). Interviews were transcribed and qualitative analysis with NVivo software was developed. Results revealed clear evidence on the social benefits for school-age children and adolescents associated with participation in outdoor activities in blue spaces both in the overall health and in all the following analyzed categories: mental health and well-being, education, active citizenship, social behavior, and environmental awareness. More than 40% state that their overall health is much better now (13.4%) or somewhat better now (29.9%) due to their participation in the program. Thus, this article provides support for the anecdotal recognition of the benefits for school-age children and adolescents from participating in sports in the outdoors and especially in blue spaces.

Middle School Students’ Perceptions of Physical Education: A Qualitative Look

2021 ◽  
Vol 40 (1) ◽  
pp. 30-38
Author(s):  
Sharon R. Phillips ◽  
Risto Marttinen ◽  
Kevin Mercier ◽  
Anne Gibbone
Keyword(s):  
Physical Education ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Physical Education Teachers ◽  
Fitness Testing ◽  
School Students ◽  
Grade Levels ◽  
Grade 5 ◽  
Students Attitudes ◽  
Group Interviews

Purpose: Existing research suggests that students’ attitudes toward physical education are positive through Grade 5, but become less positive as grade levels increase; this research is, however, missing student voice. The purpose of this study was to further understand why students’ attitudes have been shown to decrease. Methods: Twenty-six focus group interviews (students N = 65) were conducted over 2 years to discover what was influencing attitudes from fifth to eighth grade. Results: Three themes emerged: (a) curriculum leads to decreases in student attitudes (subthemes repetitive and boring, an overemphasis on competition, and fitness testing activities—what’s the purpose and why am I on display?), (b) social factors impact attitude: sweating and changing, and (c) physical education assumptions, the easy “A” (subthemes: perceptions of physical education teachers and the easy “A”). Conclusion: Allowing students to explain the reasons for decreases in attitudes contributes to improving the teaching and learning process.

scholarly journals Cross-Curricular Analysis of Picture Books in the Fifth Grade of Primary School: A Case Study

2020 ◽  
Vol 10 (4) ◽  
pp. 165-185
Author(s):  
Janja Batič ◽  
Petra Lebar Kac
Keyword(s):  
Primary School ◽  
Picture Books ◽  
Visual Art ◽  
Picture Book ◽  
Participant Observation ◽  
Fifth Grade ◽  
Book Design ◽  
Multimodal Texts ◽  
School Year

Picture books discussed with pupils in primary school are considered multimodal texts, as they combine at least two communication codes (verbal and visual). A discussion involving picture books will normally be included in Slovenian language lessons, with pupils focussing mostly on the text. The visual aspect, which equally carries a message, is often neglected. The objective of the present case study that was conducted among fifth-grade primary school pupils in the 2018/19 school year was to explore how a cross-curricular approach to planning and executing the lessons in the Slovenian language and visual art can help pupils learn about the characteristics of the picture book as a multimodal text. We conducted a set of didactic activities entitled Getting to know the picture book, introducing selected picture books to pupils as part of their Slovenian language classes, which resulted in them developing their receptive skills while observing and defining the structure of the texts. In visual art classes, the pupils learned about the visual features of the picture book. As a productive response to the picture book discussed, the pupils were instructed to complete the following tasks: design a cover for their own picture book, design endpapers, illustrate their own poem, and produce their own leporello.  The survey involved 21 pupils, a generalist teacher, and a researcher in art didactics. The case study was completed in five weeks. The data were obtained by means of initial and final testing, questionnaires for pupils, and participant observation.

scholarly journals Perfil sociodemográfico e preocupações dos professores de educação física do município de Cianorte – Pr

2019 ◽  
Vol 17 (1) ◽  
pp. 119-128
Author(s):  
Fernanda Herran Fernandes ◽  
Anderson Gerim Rowiecki ◽  
Suelen Vicente Vieira
Keyword(s):  
Social Context ◽  
Teacher Training ◽  
Physical Education ◽  
Family Structure ◽  
Physical Education Teachers ◽  
Second Phase ◽  
Teacher Concerns ◽  
Teaching Career ◽  
Sociodemographic Variables ◽  
The Impact

Introdução: Durante a carreira docente, diversos fatores influenciam o percurso profissional docente, dentre eles as preocupações docentes. Elas são organizadas em três dimensões: Consigo, Tarefa e Impacto da Tarefa, que acometem os professores em sua atuação pedagógica. Objetivo: Nesse sentido, a presente pesquisa teve como objetivo identificar as preocupações de professores de Educação Física que atuam na rede municipal de Cianorte-PR considerando as variáveis sociodemográficas. Métodos: Caracteriza-se como uma pesquisa descritiva exploratória. Para a coleta dos dados, na primeira fase da investigação, participaram 14 professores de Educação Física do município de Cianorte – Paraná, que responderam um questionário sociodemográfico e a Escala de Preocupações dos Professores. Na segunda fase, foi realizada uma entrevista semiestruturada com oito professores, relacionando as variáveis sóciodemográficas com as preocupações no âmbito de sua atuação docente. Para análise dos dados quantitativos utilizou-se da análise estatística indutiva, empregando o teste de Shapiro-Wilk, e o Teste Prova U de Mann Whitney para comparar as médias das dimensões de preocupações conforme as variáveis sociodemográficas. Para os dados qualitativos, utilizou-se a análise de conteúdo. Resultados: Os professores investigados são em sua maioria jovens e com pouco tempo de carreira docente. No entanto, apresentam menor preocupação com a dimensão Consigo e o maior índice se expressa na dimensão Impacto da Tarefa. Em relação à idade, os professores que possuem até 29 anos têm maior preocupação com a dimensão Tarefa, enquanto que os professores que possuem 30 anos ou mais concentram suas preocupações na dimensão Impacto da Tarefa. Destaca-se que foram identificadas, com relevância, outras preocupações docentes, a Estrutura Familiar/Contexto Social e Formação Docente, que não estão presentes na teoria das preocupações. Conclusão: As dimensões apresentadas por Fuller e Bown, acometem os professores analisados. Além disso, outras preocupações foram evidenciadas como: Estrutura Familiar/Contexto Social e Formação Docente.ABSTRACT. Sociodemographic profile and concerns of physical education teachers of Cianorte – Paraná. Background: During the teaching career, several factors influence the professional career of teachers, among them the teachers’ concerns. They are organized in three dimensions: Dimension for Self, Dimension Task e Dimension Impact of Task. Objective: In this sense, the present research had as objective to identify the concerns of Physical Education teachers working in the municipal network of Cianorte-PR considering the sociodemographic variables. Methods: It is characterized as an exploratory descriptive research. In order to collect the data, in the first phase of the investigation, 14 Physical Education teachers from the city of Cianorte - Paraná (Brazil) participated, who answered a sociodemographic questionnaire and the Teacher Concerns Scale. In the second phase, a semistructured interview was conducted with 8 teachers, associating the sociodemographic variables with the concerns of the teaching performance. For the analysis of the quantitative data, it was used the inductive statistical analysis using the Shapiro-Wilk test and the Mann Whitney Test U test to compare the averages of the dimensions of concerns according to sociodemographic variables. For the qualitative data, the content analysis was used. Results: The teachers investigated are mostly young and with little teaching career time. However, they are less concerned with the Dimension for Self and the higher level of concern expressed in the Dimension Impact of Task. Teachers who are up to age 29 are more concerned with task dimension, while teachers who are age 30 or older focus their concerns on the Impact of Task dimension. Other teacher concerns were identified with relevance, Family Structure/Social Context and Teacher Training, which are not present in the theory of concerns. Conclusion: The dimensions presented by Fuller and Bown affect the teachers analyzed. In addition, other concerns were highlighted as: Family Structure/Social Context and Teacher Training.

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