A conference presentation exploring the reasons why physical education teachers start the journey to being teachers. Where have they come from and who has influenced them.
Sergei Sergeyevich Goryachev has been the physical education teacher at the lyceum since 2008. He encourages students and helps them set goals and training schedules. Under his guidance, many students have participated in competitions as members of the town and Moscow region teams, and seniors have won championships. A variety of sports are played at the lyceum, and the teacher helps students prepare for Olympiads in physical education.
Blood doping involves boosting the number of red blood cells through blood transfusions, injections of erythropoietin (EPO), or injections of synthetic oxygen carriers in order to improve athletic performance. It allows more oxygen to be transported to working muscles, increasing endurance. However, it poses health risks like heart attack, stroke, and infections. While blood transfusions and EPO injections have no medical uses, synthetic oxygen carriers are sometimes used in emergencies when blood transfusions are not possible.
Concepts of administration and supervisionShah Francis
ย
This document discusses concepts of educational administration and supervision. It defines administration as achieving goals through collective human effort and an enabling environment. Educational administration involves managing resources, guiding institutions, and evaluating educational efforts. Supervision is described as stimulating, guiding, improving, and encouraging teachers to achieve excellence. The document outlines the scope of school administration and supervision according to various authors, including activities like staff selection, organization, facilities management, instruction, and public relations. It compares traditional and modern approaches to administration and supervision, noting modern approaches recognize child development, are objective and cooperative, emphasize principles over techniques, and consider holistic teaching-learning factors.
This document provides an overview of the organizational structure and educational system in the Philippines. It begins with an organizational chart showing the different bureaus, offices, and agencies that make up the Department of Education. It then discusses key concepts in school administration and supervision including the significance, types, management functions, and how it operates in the Philippine context. The document also contrasts the traditional and modern concepts of administration as well as the values of clinical and traditional supervision.
Models-Based Practice: Problematising the M and the P. Ashley Casey
ย
The extent to which one interprets the use of the term โmodelโ is important. โModelโ can imply that there is an intention to model practice / provide a โblue printโ (Metzler). It could however also imply a framework in which teachers and students are encouraged to explore the enactment of the specific elements most relevant to their local teaching and learning context.
This AIESEP presentation begins to consider these (and other) points.
Data Analysis for Qualitative Research Ashley Casey
ย
A water-themed, film-based exploration of data analysis form three perspectives (Thematic Analysis, Grounded theory and Action Research). The aim of this presentation is to use well know films to present different perspectives on qualitative research. In seeking to make ideas stick I sought to develop a strong narrative to help my students better relate to the complexities of data analysis.
Sergei Sergeyevich Goryachev has been the physical education teacher at the lyceum since 2008. He encourages students and helps them set goals and training schedules. Under his guidance, many students have participated in competitions as members of the town and Moscow region teams, and seniors have won championships. A variety of sports are played at the lyceum, and the teacher helps students prepare for Olympiads in physical education.
Blood doping involves boosting the number of red blood cells through blood transfusions, injections of erythropoietin (EPO), or injections of synthetic oxygen carriers in order to improve athletic performance. It allows more oxygen to be transported to working muscles, increasing endurance. However, it poses health risks like heart attack, stroke, and infections. While blood transfusions and EPO injections have no medical uses, synthetic oxygen carriers are sometimes used in emergencies when blood transfusions are not possible.
Concepts of administration and supervisionShah Francis
ย
This document discusses concepts of educational administration and supervision. It defines administration as achieving goals through collective human effort and an enabling environment. Educational administration involves managing resources, guiding institutions, and evaluating educational efforts. Supervision is described as stimulating, guiding, improving, and encouraging teachers to achieve excellence. The document outlines the scope of school administration and supervision according to various authors, including activities like staff selection, organization, facilities management, instruction, and public relations. It compares traditional and modern approaches to administration and supervision, noting modern approaches recognize child development, are objective and cooperative, emphasize principles over techniques, and consider holistic teaching-learning factors.
This document provides an overview of the organizational structure and educational system in the Philippines. It begins with an organizational chart showing the different bureaus, offices, and agencies that make up the Department of Education. It then discusses key concepts in school administration and supervision including the significance, types, management functions, and how it operates in the Philippine context. The document also contrasts the traditional and modern concepts of administration as well as the values of clinical and traditional supervision.
Models-Based Practice: Problematising the M and the P. Ashley Casey
ย
The extent to which one interprets the use of the term โmodelโ is important. โModelโ can imply that there is an intention to model practice / provide a โblue printโ (Metzler). It could however also imply a framework in which teachers and students are encouraged to explore the enactment of the specific elements most relevant to their local teaching and learning context.
This AIESEP presentation begins to consider these (and other) points.
Data Analysis for Qualitative Research Ashley Casey
ย
A water-themed, film-based exploration of data analysis form three perspectives (Thematic Analysis, Grounded theory and Action Research). The aim of this presentation is to use well know films to present different perspectives on qualitative research. In seeking to make ideas stick I sought to develop a strong narrative to help my students better relate to the complexities of data analysis.
Adopting a models-based approach to teaching physical education Ashley Casey
ย
BERA Conference 2017 presentation exploring the experiences of one teacher as he sought to adopt a models-based approach to teaching physical education.
The point of publication is not the end of your research but the start. This presentation considers the "what now?" questions and ask you to think bigger than just publication.
"Are you a cover to cover reader?"
"Do you find yourself reading lots of material that doesn't actually help?"
This brief presentation on reading academic work helps you to work a little smarter by digging progressively deeper into the research as/if it proves useful to your work.
Technology at the Forefront of Future Sport Engagement StrategiesAshley Casey
ย
A critical discussion of technologies place in future sporting strategies. This keynote presentation was given at the Future Directions in Physical Education Research and Practice symposium at Leeds Beckett University on Friday 8th July 2016. It crucially explores the future of physical education and school sport as represented in the Youth Sport Trust's class of 2035 report.
A video of the presentation can be found https://www.periscope.tv/w/1RDxlwaeQlrJL/card#
A Narrative Inquiry in physical educationAshley Casey
ย
Presentation at AIESEP Madrid 2015 - A Narrative Inquiry into the negotiation of the dominant stories of physical education: Living, telling, re-telling, and re-living
Models-Based Practice: Great white hope or white elephant?Ashley Casey
ย
Models-Based Practice? Great White Hope or White Elephant? discusses the history and evolution of physical education teaching models from drill-based practices to sport techniques to models-based practice. It analyzes 45 peer-reviewed papers on the benefits and challenges of models-based practice, finding that it requires significant effort from teachers but can improve student learning outcomes and teacher effectiveness while diversifying the teacher's role. However, models-based practice also impacts teacher identity and workload.
Research in physical education suggests that things are not changing as they might (and perhaps haven't for forty years). In short, we are living out our own collective "Groundhog Day". This keynote will explore some of these repetitive messages and what we can do about them. It's a whistle stop tour, but one that hopefully takes us toward greater benefits for our students.
NB:
The picture of the television links to a youtube video - https://www.youtube.com/watch?v=tSVeDx9fk60
The recording of the address can be found https://www.youtube.com/watch?v=OZNiLEAdmN4
Can Cooperative Learning achieve the four learning outcomes of physical educa...Ashley Casey
ย
Cooperative Learning is a dynamic student-centred approach. This paper explores if it works and if it should be used in physical education. The answer is YES. It successfully promotes the physical, cognitive and social learning outcomes of physical education. However, we need more evidence now of the longer-term outcomes and how the model supports students motivation, self-esteem and confidence.
Link - http://www.tandfonline.com/doi/full/10.1080/00336297.2014.984733#abstract
Should we have a pedagogy of technology?Ashley Casey
ย
In this paper I argue for the need to develop a pedagogy of technology that encourages us to use all technology only as a means of educating children and young people for the 21st Century.
Developing a Pedagogy of Technology in Physical EducationAshley Casey
ย
The document discusses the need for a pedagogy of technology in physical education. It argues that technology is often introduced into education without fully considering pedagogical principles and how the technology can best support teaching and learning. Educators need to focus first on what they want to achieve pedagogically before introducing new technologies. The document examines different definitions of pedagogy and reviews literature showing that technology has been underutilized in physical education classrooms. It advocates developing an understanding of pedagogical dimensions for effective technological integration, including technical knowledge, awareness of opportunities and limitations, and applying a pedagogy of technology.
This document discusses blogging and the purpose and value of blogs. It explores what defines a blog and questions whether blogs that are not frequently updated can still be considered blogs. The document provides advice on starting a blog, including finding a topic of interest, establishing goals, and engaging an audience through consistent updates. It encourages bloggers to focus on quality of content over design, traffic or money.
Social networking for teachers and coachesAshley Casey
ย
The document discusses how to develop a professional learning network using Twitter. It recommends following people who use relevant hashtags, having a profile photo and bio, and starting small by engaging in one conversation at a time. The key message is that an effective professional network involves both listening to and engaging with others on Twitter in order to gain new ideas and further lifelong learning.
A presentation may at the American Educational Research Association conference in Vancouver on Saturday 14th April. It explores the transition that two teacher educators made from being teachers to teachers of teachers and challenges the expectation that prior experience is easily transferred from one context to another.
A comparison between the old and the new using student-designed games Ashley Casey
ย
1. The study compared traditional PE curriculum focused on sports with a games making approach where students designed their own games.
2. Students in the games making approach reported increased motivation and enjoyment in PE compared to the traditional approach, and appreciated being able to be creative and make up their own rules.
3. Students developed a better understanding of game structures and design through deconstructing and reconstructing games, including considering factors like scoring methods and rules for out of bounds balls.
My recent presentation at AIESEP on teacher's use of innovative pedagogical models in physical education. I can be seen presenting this at http://goo.gl/wgMIo
Games-Making: What we know and future research agendaAshley Casey
ย
Recent Presentation to the American Educational Research Association's Annual Meeting, New Orleans 2011. Research on learning and instruction in Physical Education Special Interest Group.
A presentation on data gathering and ethics recently created for year 3 undergraduate students. Having looked around I couldn't find anything that wasn't text heavy so I
This document summarizes a longitudinal study on the residual effects of cooperative learning. The study found that cooperative learning had positive residual effects on students' motor skills, social skills, and beliefs about skill development. It also found that students were able to transfer cooperative learning skills to other contexts and felt more motivated and able to progress in their learning. The changing role of the teacher to a facilitator was initially challenging but allowed for a more student-centered approach where students learned from and taught each other.
A presentation on my reflective journey as a teacher of physical education made to the 16th International Reflective Practice conference, University of Bedfordshire, June 2010.
Information and Communication Technology in EducationMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง 2)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ ๐ข๐ง ๐๐๐ฎ๐๐๐ญ๐ข๐จ๐ง:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐ซ๐๐ฅ๐ข๐๐๐ฅ๐ ๐ฌ๐จ๐ฎ๐ซ๐๐๐ฌ ๐จ๐ง ๐ญ๐ก๐ ๐ข๐ง๐ญ๐๐ซ๐ง๐๐ญ:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
Adopting a models-based approach to teaching physical education Ashley Casey
ย
BERA Conference 2017 presentation exploring the experiences of one teacher as he sought to adopt a models-based approach to teaching physical education.
The point of publication is not the end of your research but the start. This presentation considers the "what now?" questions and ask you to think bigger than just publication.
"Are you a cover to cover reader?"
"Do you find yourself reading lots of material that doesn't actually help?"
This brief presentation on reading academic work helps you to work a little smarter by digging progressively deeper into the research as/if it proves useful to your work.
Technology at the Forefront of Future Sport Engagement StrategiesAshley Casey
ย
A critical discussion of technologies place in future sporting strategies. This keynote presentation was given at the Future Directions in Physical Education Research and Practice symposium at Leeds Beckett University on Friday 8th July 2016. It crucially explores the future of physical education and school sport as represented in the Youth Sport Trust's class of 2035 report.
A video of the presentation can be found https://www.periscope.tv/w/1RDxlwaeQlrJL/card#
A Narrative Inquiry in physical educationAshley Casey
ย
Presentation at AIESEP Madrid 2015 - A Narrative Inquiry into the negotiation of the dominant stories of physical education: Living, telling, re-telling, and re-living
Models-Based Practice: Great white hope or white elephant?Ashley Casey
ย
Models-Based Practice? Great White Hope or White Elephant? discusses the history and evolution of physical education teaching models from drill-based practices to sport techniques to models-based practice. It analyzes 45 peer-reviewed papers on the benefits and challenges of models-based practice, finding that it requires significant effort from teachers but can improve student learning outcomes and teacher effectiveness while diversifying the teacher's role. However, models-based practice also impacts teacher identity and workload.
Research in physical education suggests that things are not changing as they might (and perhaps haven't for forty years). In short, we are living out our own collective "Groundhog Day". This keynote will explore some of these repetitive messages and what we can do about them. It's a whistle stop tour, but one that hopefully takes us toward greater benefits for our students.
NB:
The picture of the television links to a youtube video - https://www.youtube.com/watch?v=tSVeDx9fk60
The recording of the address can be found https://www.youtube.com/watch?v=OZNiLEAdmN4
Can Cooperative Learning achieve the four learning outcomes of physical educa...Ashley Casey
ย
Cooperative Learning is a dynamic student-centred approach. This paper explores if it works and if it should be used in physical education. The answer is YES. It successfully promotes the physical, cognitive and social learning outcomes of physical education. However, we need more evidence now of the longer-term outcomes and how the model supports students motivation, self-esteem and confidence.
Link - http://www.tandfonline.com/doi/full/10.1080/00336297.2014.984733#abstract
Should we have a pedagogy of technology?Ashley Casey
ย
In this paper I argue for the need to develop a pedagogy of technology that encourages us to use all technology only as a means of educating children and young people for the 21st Century.
Developing a Pedagogy of Technology in Physical EducationAshley Casey
ย
The document discusses the need for a pedagogy of technology in physical education. It argues that technology is often introduced into education without fully considering pedagogical principles and how the technology can best support teaching and learning. Educators need to focus first on what they want to achieve pedagogically before introducing new technologies. The document examines different definitions of pedagogy and reviews literature showing that technology has been underutilized in physical education classrooms. It advocates developing an understanding of pedagogical dimensions for effective technological integration, including technical knowledge, awareness of opportunities and limitations, and applying a pedagogy of technology.
This document discusses blogging and the purpose and value of blogs. It explores what defines a blog and questions whether blogs that are not frequently updated can still be considered blogs. The document provides advice on starting a blog, including finding a topic of interest, establishing goals, and engaging an audience through consistent updates. It encourages bloggers to focus on quality of content over design, traffic or money.
Social networking for teachers and coachesAshley Casey
ย
The document discusses how to develop a professional learning network using Twitter. It recommends following people who use relevant hashtags, having a profile photo and bio, and starting small by engaging in one conversation at a time. The key message is that an effective professional network involves both listening to and engaging with others on Twitter in order to gain new ideas and further lifelong learning.
A presentation may at the American Educational Research Association conference in Vancouver on Saturday 14th April. It explores the transition that two teacher educators made from being teachers to teachers of teachers and challenges the expectation that prior experience is easily transferred from one context to another.
A comparison between the old and the new using student-designed games Ashley Casey
ย
1. The study compared traditional PE curriculum focused on sports with a games making approach where students designed their own games.
2. Students in the games making approach reported increased motivation and enjoyment in PE compared to the traditional approach, and appreciated being able to be creative and make up their own rules.
3. Students developed a better understanding of game structures and design through deconstructing and reconstructing games, including considering factors like scoring methods and rules for out of bounds balls.
My recent presentation at AIESEP on teacher's use of innovative pedagogical models in physical education. I can be seen presenting this at http://goo.gl/wgMIo
Games-Making: What we know and future research agendaAshley Casey
ย
Recent Presentation to the American Educational Research Association's Annual Meeting, New Orleans 2011. Research on learning and instruction in Physical Education Special Interest Group.
A presentation on data gathering and ethics recently created for year 3 undergraduate students. Having looked around I couldn't find anything that wasn't text heavy so I
This document summarizes a longitudinal study on the residual effects of cooperative learning. The study found that cooperative learning had positive residual effects on students' motor skills, social skills, and beliefs about skill development. It also found that students were able to transfer cooperative learning skills to other contexts and felt more motivated and able to progress in their learning. The changing role of the teacher to a facilitator was initially challenging but allowed for a more student-centered approach where students learned from and taught each other.
A presentation on my reflective journey as a teacher of physical education made to the 16th International Reflective Practice conference, University of Bedfordshire, June 2010.
Information and Communication Technology in EducationMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง 2)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ ๐ข๐ง ๐๐๐ฎ๐๐๐ญ๐ข๐จ๐ง:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐ซ๐๐ฅ๐ข๐๐๐ฅ๐ ๐ฌ๐จ๐ฎ๐ซ๐๐๐ฌ ๐จ๐ง ๐ญ๐ก๐ ๐ข๐ง๐ญ๐๐ซ๐ง๐๐ญ:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
ย
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
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The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How to Setup Default Value for a Field in Odoo 17Celine George
ย
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
ย
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
3. In his 2011 letter to the
Teacher Development Agency
the Secretary of State for
Education stated his
expectation that there would
be a greater emphasis on
school-led teacher training
(DfE, 2011).
Tuesday, 11 September 12
4. This policy statement has
significant ramifications for
the development and
enhancement of school
physical education praxis and
pedagogy.
Tuesday, 11 September 12
5. This presentation argues that
this policy shift has taken
little or no account of pre-
service teachers (PSTs)
existing beliefs about what
teaching โisโ and โdoesโ nor of
their motivations (what Lortie
(1975) called their
โsubjective warrantโ) are for
becoming teachers.
Tuesday, 11 September 12
7. occupational
socialisation
Tuesday, 11 September 12
8. occupational
socialisation
Teacher
Education
Tuesday, 11 September 12
9. occupational Students experienced
socialisation
Teacher
Education
Tuesday, 11 September 12
10. occupational Students experienced
socialisation Positive Role Models
Teacher
Education
Tuesday, 11 September 12
11. occupational Students experienced
socialisation Positive Role Models Near Equality of status
Teacher
Education
Tuesday, 11 September 12
12. occupational Students experienced
socialisation Positive Role Models Near Equality of status
Teacher conclusions
Education
Tuesday, 11 September 12
13. occupational
socialisation
Tuesday, 11 September 12
14. Many occupations are
licensed by governments
after candidates pass certain
exams and demonstrate
certain competences.
Tuesday, 11 September 12
16. This is the end point
of a long process in
which an individual
will qualify or
disqualify themselves
from potential careers.
Lortie 1975
Tuesday, 11 September 12
17. for example,
children might
check out their
dexterity to see
if they have
surgeonโs
hands, or argue
with their peers
to see if they
would become
good lawyers.
Mauss 1973
Tuesday, 11 September 12
18. Therefore,
those whose
goal it is to
become a
teacher will
have constantly
tested and
retested
themselves
against what
they believe
they need to
be to be a
teacher, and
have identified
that they match
those criteria
Tuesday, 11 September 12
22. The subjective warrant
โ consists of each
personโs perceptions
of the requirements
for teacher education
and for actual
teaching in schools โ
Lawson (1983a, p6)
Tuesday, 11 September 12
23. The subjective
warrant is key
in teacher
education as it
serves as a
filter for
teacher
learning and is
therefore a
major
determinant of
future practice.
Borko and Putnam (1996)
Tuesday, 11 September 12
24. Lawson (1983) identi๏ฌed two key areas of research
The relationship
between
subjective warrant,
recruitment and
teacher education.
Tuesday, 11 September 12
25. Relationship
between teacher
education, school
entry, socialization
in schools, and
longevity in schools
Tuesday, 11 September 12
26. while our wider programme of research seeks to explore the
Relationship
between teacher
education, school
entry, socialization
in schools, and
longevity in schools
Tuesday, 11 September 12
27. The purpose of this presentation is to start to explore
The relationship
between
subjective warrant,
recruitment and
teacher education.
Tuesday, 11 September 12
28. The purpose of this presentation is to start to explore
The relationship
between
subjective warrant,
recruitment and
teacher education.
with particular emphasis on the perceived risks of
making teacher education the responsibility of schools
Tuesday, 11 September 12
29. occupational
socialisation
Teacher
Education
Tuesday, 11 September 12
30. The factors in๏ฌuencing an individualโs subjective warrant
for physical education
Personal Factors
Situational Factors
Societal Factors
Dewar and Lawson, 1984,p23
Tuesday, 11 September 12
31. Personal Factors
Significant others, gender,
race, ethnicity, self concept
and aspirations
Dewar and Lawson, 1984,p23
Tuesday, 11 September 12
32. Situational Factors
Socio economic status,
academic achievement,
primary involvements, and
achievements in physical
education and interscholastic
and agency sponsored sport.
Dewar and Lawson, 1984,p23
Tuesday, 11 September 12
33. Situational Factors
Secondary involvements and
achievements in physical
education and interscholastic
and agency sponsored sport.
Other related work
experience.
Dewar and Lawson, 1984,p23
Tuesday, 11 September 12
34. Societal Factors
Cultural stereotypes for physical
education and sport impact on the
professional recruitment processes
through perceptions of:
1) Status and economic rewards of the
physical education profession
2) Working conditions (job security,
hours of working, vacations) of the
profession.
3) Requirements for entering the
profession.
Dewar and Lawson, 1984,p23
Tuesday, 11 September 12
35. This study used Occupational Socialisation
as its theoretical framework to examine
the subject warrant of โapprenticeโ
teachers of Physical Education
Tuesday, 11 September 12
37. the anticipatory/
acculturation
phase is the
period from birth
to entry into
teacher education
in which the
subjective
warrant is
formed.
Tuesday, 11 September 12
38. The acculturation/
anticipatory phase has a
powerful impact on recruits
moving into the field well
before beginning their PETE
programme.
Hutchinson (1993)
Tuesday, 11 September 12
39. It is responsible for the
development of the pre-
service teachers beliefs
about teaching physical
education
Dewar and Lawson (1984),
Doolittle, Dodds and Placek (1993)
Tuesday, 11 September 12
40. professional socialisation
โ is the process whereby
the recruit comes to
learn about and
internalise the culture of
the profession he or she
has elected to enter.
โ
Western and Anderson, (1968, p96)
Tuesday, 11 September 12
41. The organisational
phase is significantly
influenced by wash out
Zeichner and Tabachnick (1981)
Tuesday, 11 September 12
42. In other words
The influence of the
organisation can be
reality shock for the
newly qualified teacher
which can, in turn, lead
to the adoption of a
pedagogy of necessity
Tinning (1988)
Tuesday, 11 September 12
43. which often replicate
the practices of their
teachers and their
teachers-teachers and
so on...
Tuesday, 11 September 12
44. While Lawson (1983)
identified three phases of
occupational socialisation
we are predominantly
interested in the first stage
of anticipation/acculturation
Tuesday, 11 September 12
45. To this end we opted to
interview our 1st year
students on their very first
afternoon in the university in
an effort to ascertain their
existing knowledge and beliefs
about physical education
before they were influenced by
us.
Tuesday, 11 September 12
46. After ethical
approval had been
obtained from the
university, and after
students had agreed
and accented to be
involved in the
study, they were
interviewed one-to-
one by a researcher
from the department
Tuesday, 11 September 12
47. These were semi-
structured interviews which
lasted between 15 to 25
minutes. In total 102
students across two
cohorts were
interviewed,which
constituted of 100% of our
students
Tuesday, 11 September 12
48. A thematic analysis was
undertaken using NVivo9
and this paper is the first
articulation of the findings.
Tuesday, 11 September 12
49. occupational Students experienced
socialisation
Teacher
Education
Tuesday, 11 September 12
50. occupational Students experienced
socialisation Positive Role Models
Teacher
Education
Tuesday, 11 September 12
51. Comparable to Curtner-
Smith (2001) most students
were supported in their early
physical development by
their parents either as
โactiveโ role models and/or
as โtaxiโ drivers.
Tuesday, 11 September 12
52. โ my mumโs a PE
teacher...and I proper
look up to my mum.โ
Tuesday, 11 September 12
53. โ my parents have always
said that theyโd think Iโ
do something in P.E., so
theyโve always pushed
me in the direction what
I wanted to be in...โ
Tuesday, 11 September 12
54. โ It was more my dad that
really pushed me into as
many sports as I could
try out for, as many
sports as he could teach
me himself โ
Tuesday, 11 September 12
55. โ my mumโs my biggest
influence from home I
think and obviously
because sheโs got school
experience, sheโs taught
for many years, she can
impart her knowledge
on me so she will โ
Tuesday, 11 September 12
56. In many ways the
influence of parents was
important in terms of
those early experiences
but it didnโt appear to be
a defining influence as a
number of students didnโt
mention their parents in
their interview.
Tuesday, 11 September 12
57. For most students who had
supportive and facilitatory
parents, this early
engagement in physical
activity was enhanced
through their school
experiences.
Tuesday, 11 September 12
58. For others, school physical
education was where they
first identified the
supportive environment they
needed to develop and
shine.
Tuesday, 11 September 12
59. โ The main influence on me
has been my physical
education teachers at
secondary school that took
me through year 10 and then
my AโLevels. They have been
my main influences. Theyโve
helped me throughout the
way they told me I can do it,
I can get it right. โ
Tuesday, 11 September 12
60. โ [names three
teachers]...them three
were like really big idols
to look up to and just
like inspired sort of
thing and just like I
wanted to be like
them...โ
Tuesday, 11 September 12
61. โ Definitely my PE teachers
at school. Iโve always
looked to them, like role
models. Always thought
that it looked really
exciting, like I want to do
it too... โ
Tuesday, 11 September 12
62. โ and I just look up to them
because they just inspire
me, like the things they
do for the school, the
things they do for PE,
the passion theyโve got
for the sport. Itโs just like
I want to be like that.โ
Tuesday, 11 September 12
63. Without these reported enhancements and the
โextra mileโ that these teachers were prepared travel
then these students may not have moved beyond
the specialisms of their parents or primary schools.
Tuesday, 11 September 12
64. One is left to wonder what
might happen when this,
predominantly secondary
school experience, becomes
the only enhancement they get.
With the promise of solely one
year PETE programmes do we
need to reconceptualise our
other undergraduate provision?
Tuesday, 11 September 12
65. It is also worth considering the
impact that any practitioner can
have on a fledgling teacher.
Tuesday, 11 September 12
66. such powerful role models do not necessarily
equate to good quality learning for these
apprentice teachers and could just as easily lead
to the reinforcement of poor and/or ineffective
practices (Pedder et al, 2010).
Tuesday, 11 September 12
67. occupational Students experienced
socialisation Positive Role Models Near Equality of status
Teacher
Education
Tuesday, 11 September 12
68. Many students reported
that they got on well with
their PE teachers.
Tuesday, 11 September 12
69. Leading us to query if they
had been implicitly
recruited into โthe inner
sanctum of the physically
ableโ in the school (Brown
1997).
Tuesday, 11 September 12
70. Indeed, so close was the
reported friendship between
with some students and their
teachers, that it appears that
as aspiring PE teachers they
began to occupy a position of
near equality with their own
teachers.
Brown and Evans (2004).
Tuesday, 11 September 12
71. When asked about major in๏ฌuences one student replied
โ definitely my Aโlevel
teachers. I used to work
down the department as a
sports technician, so I
used to see them quite
often and just happy,
bubbly, exciting, you
could always approach
them for anythingโ
Tuesday, 11 September 12
72. He went on to suggested that
โ Iโve always just wanted to
be just like them. So like
from from year 7 I went
to after school basketball
club and I was the only
one to turn up and ever
since then Iโve just lived
down there [the PE
department] basicallyโ
Tuesday, 11 September 12
73. A young woman suggest that the support of her teacher
extended beyond her time at the school
โ
โ
Tuesday, 11 September 12
74. Another young woman ed that the support of her teacher would
extended beyond her time at the school
โ ...and sheโs even said now
[on the first day of PETE],
like if I need any of her
help then I can still email
her and sheโll still help me
or I could just go into
school and see her... โ
Tuesday, 11 September 12
75. another student indicated that
โ I live in quite a strong
sporting environment
anyway, like at home and at
school so I think just
influences from that and
being part of, an important
part of the PE department at
school as well.. โ
Tuesday, 11 September 12
76. she went on to explore her place within the department
โ [I] took quite a lead role
when I got to my older
years so I think thatโs
imparted on me wanting
to pursue that kind of
career. โ
Tuesday, 11 September 12
77. In turn this privileged position
within the department seemed
to reinforce some traditional
expectations around what it
meant to be a physical
education teacher (Curtner-
Smith, 2001) and also what
PE should do and be.
Tuesday, 11 September 12
78. โ I feel Iโd be a teacher where
students can come and talk to
you and can on like that friendly
basis, if that makes sense. And
a passionate teacher, if youโre
not a passionate teacher then
your students arenโt going to be
passionate either - and a role
model to the students as a
teacher. โ
Tuesday, 11 September 12
79. โ I think PE helps to link it
all together and also it
expels all your energy so
kids go outside, let it all
out and come back in and
they can move on to their
next lesson, nice and
fresh again โ
Tuesday, 11 September 12
80. when asked what sort of PE teacher she wanted to be
one student suggested she would be all about
โ
โ
Tuesday, 11 September 12
81. when asked what sort of PE teacher she wanted to be
one student suggested she would be all about
โ getting kids interested in
sport, making them active so
theyโre not just all sitting
around playing computer
games all the time, so theyโre
actually out, it builds
friendships and stuff, makes
you have friends and develops
your communication skills so
people friendly I guess. โ
Tuesday, 11 September 12
82. Listening to these students
it is easy to see physical
education replicating itself
from generation to
generation. With little or no
need to evolve.
Tuesday, 11 September 12
83. And how the urban myths
and fairytales of sport and
physical education
perpetuate themselves from
generation to generation
Tuesday, 11 September 12
84. Given these strong student
biographies of PE what are
our chances as a PETE faculty
of positively influencing the
subjective warrants of our
students and influencing their
expectation about PE?
Tuesday, 11 September 12
85. Of more importance however, how are
these traditionally views of physical
education going to evolve if teacher
education is reduced to a year and
situated predominantly in schools?
Tuesday, 11 September 12
86. occupational Students experienced
socialisation Positive Role Models Near Equality of status
Teacher conclusions
Education
Tuesday, 11 September 12
87. Given these findings and given what
research states about the difficulties
that four-year university-based
programmes have in influencing PST
anticipatory beliefs (Lawson 1983)
its seems quite likely that work-
place training is only going to
reinforce current pedagogical
practices and support 'inter-
generational reproduction' (Brown &
Evans) in PE.
Tuesday, 11 September 12
88. If that is the case then what
impact might this policy have on
the future of physical education
in the UK? A question made
more poignant given the call for
radical reform (Locke, 1992)
and warnings of possible
extinction (Kirk, 2010).
Tuesday, 11 September 12
104. References
Borko, H., & Putnam, R. (1996). Learning to teach. In D.
Berliner & R. Calfee (Eds.), Handbook of educational
psychology (673โ708). New York: Macmillan.
Brown, D. (1999) Complicity and reproduction in teaching
physical education, Sport Education and Society, 4, 143โ
159.
Brown, D. & Evans (2004). Reproducing Gender?
Intergenerational Links and the Male PE Teacher as a
Cultural Conduit in Teaching Physical Education. Journal of
Teaching in Physical Education. 23, 48-70.
Curtner-Smith, M.D. (2001). The Occupational Socialization
of a First-Year Physical Education Teacher with a Teaching
Orientation. Sport Education and Society. 6 (1): 81-105
Dewar A. & Lawson, H.A. (1984) The subjective warrant and
recruitment into physical education, Quest, 36: 15โ25.
Doolittle, S.A., Dodds, P. & Placek, J.H. (1993) Persistence
of beliefs about teaching during formal training of preservice
teachers, Journal of Teaching in Physical Education, 12:
355โ365.
Hutchinson, G.E. (1993) Prospective teachersโ perspectives
on teaching physical education: an interview study on the
recruitment phase of teacher socialization. Journal of
Teaching in Physical Education, 12: 344โ354.
Tuesday, 11 September 12
105. References
Kirk, D. (2010). Physical Education Futures. Routledge: London.
Lawson, H.A. (1983) Toward a model of teacher socialization in
physical education: the
subjective warrant, recruitment, and teacher education (part 1),
Journal of Teaching in Physical
Education, 2, pp. 3โ16.
Locke, L.F. (1992) Changing secondary school physical
education, Quest, 44, pp. 361โ372.
LOCKE, L.F. (1992) Changing secondary school physical education, Quest, 44, pp. 361โ372.
Lortie, D.C. (1975) Schoolteacher: a sociological study. Chicago:
The Chicago University Press.
Mauss, M. (1973). Techniques of the body. Economy and
Society, 2(1): 70-88.
Pedder, D., Opfer, V. D., Mccormick, R. & Storey, A. (2010)
'Schools and Continuing Professional Development in England -
State of the Nation' research study: policy context, aims and
design, Curriculum Journal, 21, 365-394.
Tinning, R.I. (1988). Student Teaching and the Pedagogy of
Necessity. Journal of Teaching in Physical Education. 7 (2): 82
Western, J.S. & Anderson, D.S. (1968). Education and
Professional Socialization. Journal of Sociology, 4: 91-106
Zeichner, K.M. & Tabachnik, B.R. (1981) Are the effects of
university teacher education โwashed outโ by school experience?
Journal of Teacher Education, 32, pp. 7โ11.
Tuesday, 11 September 12
106. Image Credits
Slide Image
1 & 85 School by Jibby! on Flickr
2 Personal photograph
14 ABRSM by Arngaladh on Flickr
Discussing where the treasure might be located by Jonne
17
Naarala on Flickr
18 [TEST] Canon SX40 HS by Maurizio Natali on Flickr
23 Close-up Filter by JD Hancock on Flickr
35 Apprentices ... Jan 1978 (a guess) by srv007 on Flickr
37 icicle by dgreichert on Flickr
46 journalist by ivancicas on stockchng
Tuesday, 11 September 12
107. Image Credits
Slide Image
52 Personal Image
63 mojave desert highway by rappensuncle on iStockPhoto
65 Jays on nest from iStockPhoto
66 Woman Superhero from iStockPhoto
82 Crocodile from Flickr
83 magic wand by digital zoetrope on flickr
89-93 Elevator from iStockPhoto
94 & 103 Fossil on iStockPhoto
95 to the unknown by R-J-Seymour on iStockPhoto
Tuesday, 11 September 12