"Untapped Potential?" Key Competency Learning and Physical Education

Autor/inn/en	Gillespie, Lorna; Penney, Dawn; Pope, Clive
Titel	"Untapped Potential?" Key Competency Learning and Physical Education
Quelle	In: Teachers and Curriculum, 13 (2013), S.11-18 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2382-0349
Schlagwörter	Foreign Countries; Physical Education; Health Education; Competence; National Curriculum; Action Research; Skill Development; Thinking Skills; Self Management; Interpersonal Competence; Secondary School Teachers; Physical Education Teachers; Student Educational Objectives; Educational Benefits; Student Centered Learning; Curriculum Development; Educational Planning; Faculty Development; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Körpererziehung; Sportunterricht; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Kompetenz; Projektforschung; Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit; Selbstmanagement; Interpersonale Kompetenz; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Bildungsertrag; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsplanung; Neuseeland
Abstract	This paper reports on a collaborative action research project that directed attention to the opportunities Physical Education presents to develop learning associated with three of the key competencies detailed in the New Zealand Curriculum; thinking; managing self; and relating to others. Three teachers in one secondary school explored the meanings each of these key competencies could take on in physical education and, specifically, ways in which adjustments to learning intentions, content, pedagogy and assessment variously helped them bring key competency learning to the fore. Attention is drawn to the benefits teachers saw arising from an enhanced focus on learning, shifts to more student-centred pedagogy, and questions that the research generated for the department's curriculum planning. Discussion also highlights the value of research approaches that emphasise collaboration and support professional learning. (As Provided).
Anmerkungen	Wilf Malcolm Institute for Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://tandc.ac.nz/tandc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01