The Factors Influencing Two Primary Teachers' Interpretation of Games

Autor/inn/en	Jayantilal, Kumar; O'Leary, Nick
Titel	The Factors Influencing Two Primary Teachers' Interpretation of Games
Quelle	In: Education 3-13, 49 (2021) 7, S.872-888 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jayantilal, Kumar) ORCID (O'Leary, Nick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2020.1810094
Schlagwörter	Teacher Attitudes; Socialization; Physical Education; Educational Games; Teaching Styles; Faculty Development; Educational Innovation; Teacher Education Programs; Informal Education; Communities of Practice; Educational Experience; Pedagogical Content Knowledge; Physical Education Teachers; Action Research; Elementary School Teachers; Biographies; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Socialisation; Sozialisation; Körpererziehung; Sportunterricht; Educational game; Lernspiel; Lehrstil; Unterrichtsstil; Instructional innovation; Bildungsinnovation; Informelle Bildung; Nichtformale Bildung; Community; Bildungserfahrung; Pädagogische Kompetenz; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Projektforschung; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Biography; Biografie; Biographie; Ausland
Abstract	Research studies investigating the occupational socialization of primary teachers delivering physical education has been conspicuous by its absence (O'Leary, N. 2019. "Teacher socialization in physical education: new perspectives." "Sport, Education and Society" 24 (6): 668-671). Using Lawson's, H. (1986. "Occupational socialization and the design of teacher education programs." "Journal of Teaching in Physical Education" 5 (2): 107-116) theoretical framework, this study examined two primary teachers' interpretation of games and the socialising factors influencing their pedagogical games practices. Data were collected using semi-structured interviews and analysed inductively. Three themes appeared around both teachers' games perspectives: an emphasis on technical learning, a differing use in teaching styles and a contrasting focus on strategical and tactical understanding. A variety of factors influenced these beliefs: negative childhood experiences of physical education, an innovative higher education degree, a continuous professional development course, a physical education planning scheme and the needs of the pupils. It was recommended that practitioners could engage in continuous professional development that develops their strategical and tactical subject knowledge. Furthermore, to complement such courses, teachers could pursue informal learning and utilise communities of practices. Finally, teachers could undertake action research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01