Rethinking sport teaching in physical education: A case study of research based innovation in teacher education

This paper focuses on the significance of physical education teacher education (PETE) in the diffusion of 'new' thinking about sport teaching in physical education. It explores issues arising from a case study investigation that sought to respond to the critical commentary about the form and substance of sport teaching in physical education by supporting innovation in school curriculum and pedagogy through pre-service teacher education. The study was designed to challenge PETE pre-service teachers' thinking about sport curriculum and pedagogy in physical education, introduce them to new thinking about models and specifically, the sport literacy model (Drummond & Pill, 2011; Pill, 2009, 2010). Details of the research design are presented and the insights that the data have provided in relation to challenges and opportunities that teacher educators and teacher education courses confront in seeking to promote and support curriculum and pedagogical innovation are discussed

Identifying and supporting young adolescent academic underachievers in year 7 and 8 classrooms

Academic underachievement in young adolescents has been a concern for teachers, schools and systems for some time. In Australian schools, curriculum reforms and middle years programs have been implemented to improve the educational outcomes of young adolescents, and address underachievement, with limited continuity and consistency. This study used a mixed methods approach within a collective case study to investigate characteristics and practices of secondary school teachers when identifying and dealing with academic underachievers in Years 7 and 8. Findings revealed that teachers identified the following as primary indicators of an academic underachiever: literacy and numeracy barriers; absences; family background factors; and, a lack of engagement, participation and confidence in learning. These teachers implemented specific practices to help address student underachievement including attempting to improve pedagogical relationships, collaboration with colleagues, aides and parents, and adjusting and modifying curriculum. The findings showed that these practices were not consistently informed by learner-centred or middle years educational models, but tended to be practical responses provided to assist underachieving students participate in learning activities and assessment and to meet age and stage curriculum standards. Teachers believed their practices were negatively influenced and limited by lack of time, system support and resources. While recognising that academic underachievers had complex needs, the practices teachers employed in the classroom were generally remedial and did not necessarily encourage the development of learner confidence in their students

Meeting the Standards? Exploring Preparedness for Teaching

This research focused on the perceptions of pre-service and beginning health and physical education (HPE) teachers in relation to their preparedness for teaching. A questionnaire was designed to engage with teacher professional standards addressing (i), professional knowledge; (ii), professional relationships and (iii), professional practice. Follow-up interviews with randomly-selected teachers facilitated deeper interrogation of the issues. Findings indicated that both groups felt that their training had prepared them well in relation to most elements of the three aspects of the professional standards. Pre-service teachers had concerns with some elements of professional knowledge: specifically, knowledge and understanding of numeracy, ICT and literacy as they related to the teaching of HPE; and behaviour management. Beginning teachers had similar concerns in relation to professional knowledge and about their ability to plan and use valid and reliable assessment strategies. Data supported previous research that emphasised the ongoing nature of learning as a teacher

Possibilities and Challenges of De-privatisation of Classrooms in a Developing Nation

De-privatisation of classrooms signifies the opening of classrooms so teachers can ‘observe’, ‘be observed’ or ‘engage in team teaching’. This study examined the perceptions and practices of school staff to determine the possibilities and challenges of de-privatisation of classrooms in Fiji. Employing case study methodology, data were gathered from two urban secondary schools using on-line questionnaires and face-to-face interviews. A total of 71 questionnaires and 16 interviews were analysed using quantitative and qualitative methods respectively. There were several findings which emerged from the study. Firstly, that there is a strong correlation between ‘observe’ and ‘be observed’ by colleagues. Secondly, that teachers’ major challenges in regard to de-privatisation of classrooms are the workload and school culture. Thirdly, in developing countries, colleagues and the heads of department are seen as the most suitable people in the school context to cultivate the effects of de-privatisation particularly inside the classroom where support is needed to help teachers improve the instructional practices. Overall, teachers, heads of department and the school administrators need to work together to establish a culture of professional learning communities (PLCs) to enhance teachers’ instructional practices

Teenagers Perceptions of Teachers: A Developmental Argument

Using the concept of a developmental lens (Brighton, 2007; Caskey & Anfara, 2014; Davis, 2006; J-F, Pullen, & Carroll, 2013; National Middle School Association, 2010; Peterson, 2010), this article focuses on young teenage students’ perceptions of teachers. School teachers play an important role in the educational development of teenagers but little is known about how teachers cater for teenage students’ social, emotional, physical and cognitive developmental domains. Even less is known about teenage students’ perceptions of their teachers. The current study asked a cohort of Year 9 students in a secondary school in Brisbane, Australia (N=182) to comment on what they “liked” about their teachers. The students’ responses were mapped against each of the four developmental domains. Analysis of the data showed that students’ emotional and social domains were more salient than their physical and cognitive domains. Specifically, the young teenage students reported liking their teachers when the teachers’ were emotionally positive and socially accommodating. The findings of this paper are discussed via a developmental lens with regard to the implications for teacher education

Lifespan Development: a chronological approach [3rd Australasian edition]

Lifespan Development: a chronological approach [3rd Australasian edition] explores human physical, cognitive and social development within an Australian and New Zealand context. Building on the successful first and second editions, the resource's comprehensive theory coverage includes the latest local and international research in this ever-evolving field, and is perfectly complemented by numerous physical and mental health applications within local psychological, allied health and educational settings. This edition includes enhanced coverage of developmental theories, and increased integrated coverage of cross-cultural and Indigenous issues unique to the multicultural societies of Australia and New Zealand. It is an ideal resource offering for undergraduate students in both countries in order to enhance understanding of human development — from conception through to the end of life

Lifespan Development: a chronological approach [3rd Australasian edition]

Lifespan Development: a chronological approach [3rd Australasian edition] explores human physical, cognitive and social development within an Australian and New Zealand context. Building on the successful first and second editions, the resource's comprehensive theory coverage includes the latest local and international research in this ever-evolving field, and is perfectly complemented by numerous physical and mental health applications within local psychological, allied health and educational settings. This edition includes enhanced coverage of developmental theories, and increased integrated coverage of cross-cultural and Indigenous issues unique to the multicultural societies of Australia and New Zealand. It is an ideal resource offering for undergraduate students in both countries in order to enhance understanding of human development — from conception through to the end of life

Teenagers perceptions of teachers: a developmental argument

Using the concept of a developmental lens (Brighton, 2007; Caskey & Anfara, 2014; Davis, 2006; J-F, Pullen, & Carroll, 2013; National Middle School Association, 2010; Peterson, 2010), this article focuses on young teenage students’ perceptions of teachers. School teachers play an important role in the educational development of teenagers but little is known about how teachers cater for teenage students’ social, emotional, physical and cognitive developmental domains. Even less is known about teenage students’ perceptions of their teachers. The current study asked a cohort of Year 9 students in a secondary school in Brisbane, Australia (N=182) to comment on what they “liked” about their teachers. The students’ responses were mapped against each of the four developmental domains. Analysis of the data showed that students’ emotional and social domains were more salient than their physical and cognitive domains. Specifically, the young teenage students reported liking their teachers when the teachers’ were emotionally positive and socially accommodating. The findings of this paper are discussed via a developmental lens with regard to the implications for teacher education

Poverty alleviation among persons with disabilities via United Nations' sustainable development goals in Ghana: voices of stakeholders with disabilities

Consistently, it has been reported that persons with disabilities face multiple challenges in societies and thus it is important that deliberate intervention programs are initiated to empower them to overcome exclusion. The United Nations has taken the lead through the Sustainable Development Goals (SDGs) project, which is a framework for assisting countries and donors in their efforts to alleviate poverty. This article documented the experiences of persons with disabilities with respect to global efforts towards poverty reduction via SDGs. Face‐to‐face interviews were conducted with 48 individuals with disabilities (hearing loss n = 11, visual impairment n = 15, and physical disability n = 22) who were drawn from four districts in the Northern Region of Ghana. Analysis of the interview data revealed common themes related to hardship, poverty, limited access to education, and underemployment. The results indicated that the SDG project engendered little tangible improvement in the lives of persons with disabilities. The need for concerted efforts to address barriers faced by individuals with disabilities is discussed extensively