9 research outputs found
A creative presentation of a gym teacher's perceptions
The purpose of this study was to describe and analyze what and how seven preservice teachers learned during a field-based methods course. Two questions guided the research: (a) what was the substance of salient knowledge components of preservice teachers during a field-based elementary physical education methods course? and (b) how did these knowledge components develop? A cognitive/developmental perspective informed this study. Knowledge development was viewed as growth toward increased differentiation and integration. Changes in knowledge structures were assumed to involve accretion, tuning, or restructuring with knowledge change resulting from the interaction of prior knowledge and current experience. Research methodology followed guidelines of the interpretive research paradigm. All class meetings and field experiences were observed, interviews were conducted, and documents collected. Data analysis was inductive with themes derived from the data
Articulations and silences in socially critical work on physical education: Toward a broader agenda
This paper proposes that socially critical work has, thus far, articulated a theoretical base for curriculum development and theorizing that is too narrow. First, a brief, selective overview of the history of socially critical work in physical education provides an outline of its achievements. Second, in addition to an ethic of justice and emancipation, which currently serves as the underlying moral basis for much socially critical theorizing, this paper proposes that an ethic of care and responsibility be included and given equal weight. In addition, socially critical work must pay more attention to how children learn, develop, and experience physical education. Finally, three programs are described to stimulate thinking about theory. These programs illustrate and provide precedents for aspects of the broader agenda proposed here
Examination of expert and novice teachers' constructivist-oriented teaching practices using a movement approach to elementary physical education
Student learning during a unit of student-designed games
Aim of the paper was to examine students' learning during their participation in a unit of student-designed games. Conclusions: The student-designed games provided a forum that allowed students to develop a more sophisticated understanding of game structures and game play, but designing games was not easy. However, the findings of this study support the idea that when students design games they discover the impact of the many elements that make up a game