体育教育中的能力--不,我不能讨论这个问题!西澳大利亚初中体育教师的见解

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jeffrey Giles, Dawn Penney, Justen O’Connor
{"title":"体育教育中的能力--不,我不能讨论这个问题!西澳大利亚初中体育教师的见解","authors":"Jeffrey Giles, Dawn Penney, Justen O’Connor","doi":"10.1177/1356336x241279378","DOIUrl":null,"url":null,"abstract":"Ability has been positioned as a crucial concept in the construction of a subject that is inclusive of and meaningful for all students. Almost two decades since Evans ( 2004 ) called on the field to re-engage in discourse concerning ability, how ability is conceptualised by physical education (PE) teachers remains relatively unexplored. Furthermore, relatively little is known about how understandings of ability are enacted through curriculum, pedagogy and assessment in PE. This research explored these issues with lower secondary PE teachers in Western Australia through self-recorded audio responses to two research questions. Data from 38 participants revealed the struggles that PE teachers had in articulating meanings and representations of ability in PE in their curriculum, pedagogy and assessment practices. Findings illustrated a tendency for many teachers to privilege a performative view of ability and focus on the physical domain in discussing ability in PE. While some teachers made reference to skills and dispositions beyond this domain, data affirmed the dominance of narrow conceptualisations of ability in PE and pointed to limited understandings of how broad, fluid and inclusive notions of ability may be embedded in curriculum design, pedagogy and assessment practices. Summative assessment was the most frequent aspect of practice referred to in teachers’ explanations of how understanding of ability was expressed in their practice. The study points to the importance of professional learning and initial teacher education directing attention to ability as a focus for advancing equitable practices in PE and the need for further research exploring enactments of ability.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":null,"pages":null},"PeriodicalIF":2.6000,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Ability in physical education – No, I can’t discuss it! Insights from lower secondary physical education teachers in Western Australia\",\"authors\":\"Jeffrey Giles, Dawn Penney, Justen O’Connor\",\"doi\":\"10.1177/1356336x241279378\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Ability has been positioned as a crucial concept in the construction of a subject that is inclusive of and meaningful for all students. Almost two decades since Evans ( 2004 ) called on the field to re-engage in discourse concerning ability, how ability is conceptualised by physical education (PE) teachers remains relatively unexplored. Furthermore, relatively little is known about how understandings of ability are enacted through curriculum, pedagogy and assessment in PE. This research explored these issues with lower secondary PE teachers in Western Australia through self-recorded audio responses to two research questions. Data from 38 participants revealed the struggles that PE teachers had in articulating meanings and representations of ability in PE in their curriculum, pedagogy and assessment practices. Findings illustrated a tendency for many teachers to privilege a performative view of ability and focus on the physical domain in discussing ability in PE. While some teachers made reference to skills and dispositions beyond this domain, data affirmed the dominance of narrow conceptualisations of ability in PE and pointed to limited understandings of how broad, fluid and inclusive notions of ability may be embedded in curriculum design, pedagogy and assessment practices. Summative assessment was the most frequent aspect of practice referred to in teachers’ explanations of how understanding of ability was expressed in their practice. The study points to the importance of professional learning and initial teacher education directing attention to ability as a focus for advancing equitable practices in PE and the need for further research exploring enactments of ability.\",\"PeriodicalId\":47681,\"journal\":{\"name\":\"European Physical Education Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2024-09-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Physical Education Review\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/1356336x241279378\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Physical Education Review","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/1356336x241279378","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

能力被定位为构建一门包容所有学生并对所有学生有意义的学科的关键概念。自埃文斯(Evans,2004 年)呼吁教育界重新参与有关能力的讨论近二十年以来,体育教师如何将能力概念化的问题相对来说仍未得到探讨。此外,人们对体育课程、教学法和评价如何体现能力的理解也知之甚少。本研究通过西澳大利亚州初中体育教师对两个研究问题的自我录音回答,探讨了这些问题。来自 38 位参与者的数据揭示了体育教师在课程、教学法和评估实践中阐述体育能力的含义和表征时所遇到的困难。研究结果表明,在讨论体育能力时,许多教师倾向于以表演的方式来看待能力,并把重点放在身体领域上。虽然有些教师提到了这一领域以外的技能和处置方法,但数据证实了狭隘的能力概念在体育课中的主导地位,并指出了对如何将广泛、多变和包容的能力概念纳入课程设计、教学法和评估实践的理解有限。在教师解释如何在实践中表达对能力的理解时,总结性评估是最常提到的实践方面。本研究指出,专业学习和初始教师教育必须关注能力,将其作为推进体育公平实践的重 点,并指出有必要进一步开展研究,探索能力的表现形式。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Ability in physical education – No, I can’t discuss it! Insights from lower secondary physical education teachers in Western Australia
Ability has been positioned as a crucial concept in the construction of a subject that is inclusive of and meaningful for all students. Almost two decades since Evans ( 2004 ) called on the field to re-engage in discourse concerning ability, how ability is conceptualised by physical education (PE) teachers remains relatively unexplored. Furthermore, relatively little is known about how understandings of ability are enacted through curriculum, pedagogy and assessment in PE. This research explored these issues with lower secondary PE teachers in Western Australia through self-recorded audio responses to two research questions. Data from 38 participants revealed the struggles that PE teachers had in articulating meanings and representations of ability in PE in their curriculum, pedagogy and assessment practices. Findings illustrated a tendency for many teachers to privilege a performative view of ability and focus on the physical domain in discussing ability in PE. While some teachers made reference to skills and dispositions beyond this domain, data affirmed the dominance of narrow conceptualisations of ability in PE and pointed to limited understandings of how broad, fluid and inclusive notions of ability may be embedded in curriculum design, pedagogy and assessment practices. Summative assessment was the most frequent aspect of practice referred to in teachers’ explanations of how understanding of ability was expressed in their practice. The study points to the importance of professional learning and initial teacher education directing attention to ability as a focus for advancing equitable practices in PE and the need for further research exploring enactments of ability.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
European Physical Education Review
European Physical Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
5.90%
发文量
33
期刊介绍: - Multidisciplinary Approaches: European Physical Education Review brings together contributions from a wide range of disciplines across the natural and social sciences and humanities. It includes theoretical and research-based articles and occasionally devotes Special Issues to major topics and themes within the field. - International Coverage: European Physical Education Review publishes contributions from Europe and all regions of the world, promoting international communication among scholars and professionals.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信