Adapting the Boundaries in Primary Physical Education: An Account of My Learning, My Educational Influence and Improved Practice

Autor/in	Pearson, Julie
Titel	Adapting the Boundaries in Primary Physical Education: An Account of My Learning, My Educational Influence and Improved Practice
Quelle	In: Educational Action Research, 19 (2011) 4, S.503-515 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2011.625701
Schlagwörter	Physical Education; Action Research; Theory Practice Relationship; Epistemology; Teaching Methods; Elementary Schools; Personal Narratives; Educational Theories; Teacher Educators; Teacher Education; Physical Education Teachers; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Projektforschung; Theorie-Praxis-Beziehung; Erkenntnistheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Grundschule; Volksschule; Erlebniserzählung; Educational theory; Theory of education; Bildungstheorie; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Ausland; Großbritannien
Abstract	In this paper I explore how I have come to theorise my work as a critical emancipatory practice as a lecturer in primary physical education (PE). I give an account of what I understand to be the epistemological foundations and practices of practitioner research and my potential educational influence in my own and other practitioner-researchers' learning. I explain how I have generated my living educational theory of practice and discuss the changes in my learning from a propositional approach towards a dynamic epistemology of practice that is grounded in inclusional and dialogical ways of knowing. Within my paper I position myself as a professional educator and researcher, and share the exciting and transformational experiences of teaching and learning in evolving action research cycles of practice. I view my learning to date as an active act, working with the novice teachers I support to offer improvement and change in our future practice. I celebrate my reconceptualised view of education as a learner from within my practice and explain my move from knowledge transfer to knowledge co-creation. I make an original contribution to educational knowledge by explaining how I try to inspire others to research their practice and contribute to a new scholarship of educational enquiry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10