Embedding Indigenous content in Australian physical education - Perceived obstacles by health and physical education teachers

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
John Williams
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引用次数: 7

Abstract

This paper is about teacher perceptions of Indigenous content in Physical Education (PE). The research question being: What obstacles if any do Health and Physical Education (HPE) teachers experience in including Indigenous mention in PE? Individual and group interviews were used to collect data from executive and classroom HPE teachers as well as Indigenous Education Officers (IEOs) at three government high schools in the Australian Capital Territory (ACT). Figurational sociology was used to interpret the findings drawing upon the notion of relative power (Elias, 1998) in particular. Busy roles, limited resources and a shortage of time were given as reasons why teachers rarely taught Indigenous content. Those teachers reported that they required professional learning to meet what they considered to be a new requirement (to include Indigenous mention) in their lessons. Teacher perceptions of obstacles meant that the cultural richness of Aboriginal and Torres Strait Islander peoples was excluded in their teaching. Such an omission thereby limits the cultural and historical knowledge base that underpins the key idea of ‘value movement’ in the Australian Curriculum Health and Physical Education (AC HPE) (ACARA, 2015). Given the nature of the findings this article is relevant to primary, middle and senior years.
在澳大利亚体育教育中嵌入土著内容——卫生和体育教师认为存在的障碍
本研究是关于体育教学中教师对本土内容的认知。研究的问题是:健康和体育教师在体育教学中提到土著居民时遇到了什么障碍?在澳大利亚首都领地(ACT)的三所公立高中,采用个人和小组访谈的方式收集行政和课堂HPE教师以及土著教育官员(ieo)的数据。图形社会学被用来解释研究结果,尤其是相对权力的概念(Elias, 1998)。忙碌的角色、有限的资源和时间短缺被认为是教师很少教授土著内容的原因。这些教师报告说,他们需要专业学习,以满足他们认为在他们的课程中出现的新要求(包括土著提及)。教师对障碍的认识意味着土著和托雷斯海峡岛民丰富的文化在他们的教学中被排除在外。因此,这种遗漏限制了文化和历史知识基础,这些知识基础支撑着澳大利亚课程健康和体育(AC HPE)中“价值运动”的关键理念(ACARA, 2015)。鉴于调查结果的性质,这篇文章是有关小学,初中和高中。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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9.10%
发文量
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