Sports coachingpedagogy -Assessment Item 1‘Lets look at the assumptions surrounding  teaching and how we can reflect upon ...
AREA OF INTEREST & IMPORTANCE TO             STUDY     This presentation will critically examine the   assumptions I bring...
BACKGROUND TO SUBJECT
TOPIC RELATED RESEARCH - THE NINE          PROVOCATIONS
ASSUMPTIONS  ‘Most assumptions are implicit. We make themwithout giving thought to their existence or without             ...
CRITICAL EVALUATION OF            ASSUMPTION #1  ‘Every teaching event takes place within a social setting that involves t...
PRACTICAL APPLICATION -      PROFESSIONAL EXPERIENCE• Keentan - A keep away game of catch ball from  the northwest central...
CRITICAL EVALUATION OF             ASSUMPTION #2 ‘Teachers who have been working the longest havethe best instincts about ...
PRACTICAL APPLICATION –PROFESSIONAL EXPERIENCE                 Further Research                 TPACK attempts to         ...
CRITICAL EVALUATION OF            ASSUMPTION #3‘Students like group work because they feel involved            and respect...
PRACTICAL APPLICATION -       PROFESSIONAL EXPERIENCE• Lev Vygotsky – Social Constructivist Theory• Social constructivism ...
CONCLUSION   • ‘Assumptions about teaching will be built and                      broken’Examine an assumptions origin an...
REFERENCES•   Britzman, Deborah P. (2003). Practice makes practice: a critical study of learning to teach (Rev.ed) .    St...
Upcoming SlideShare
Loading in …5
×

Sports Coaching Pedagogy - Presentation - Assumptions in Teaching

698 views

Published on

This presentation will critically examine the assumptions I bring to education. In critically examining these assumptions, I aim to account for their origin and begin to explore their usefulness within the classroom with special attention given to my KLA – Health and Physical Education.

Published in: Education, Technology
  • Be the first to comment

Sports Coaching Pedagogy - Presentation - Assumptions in Teaching

  1. 1. Sports coachingpedagogy -Assessment Item 1‘Lets look at the assumptions surrounding teaching and how we can reflect upon these to better our teaching ’
  2. 2. AREA OF INTEREST & IMPORTANCE TO STUDY This presentation will critically examine the assumptions I bring to education. In critically examining these assumptions, I aim to account for their origin and begin to explore their usefulnesswithin the classroom with special attention given to my KLA – Health and Physical Education
  3. 3. BACKGROUND TO SUBJECT
  4. 4. TOPIC RELATED RESEARCH - THE NINE PROVOCATIONS
  5. 5. ASSUMPTIONS ‘Most assumptions are implicit. We make themwithout giving thought to their existence or without articulating them’
  6. 6. CRITICAL EVALUATION OF ASSUMPTION #1 ‘Every teaching event takes place within a social setting that involves the subjectivity of others and itappears to me that cross-cultural conflict may arise’
  7. 7. PRACTICAL APPLICATION - PROFESSIONAL EXPERIENCE• Keentan - A keep away game of catch ball from the northwest central districts of Queensland played by both genders.
  8. 8. CRITICAL EVALUATION OF ASSUMPTION #2 ‘Teachers who have been working the longest havethe best instincts about what students want, and what approaches work best’• Novice vs. Expert• Digital native vs. Digital immigrant• Adapting pedagogy
  9. 9. PRACTICAL APPLICATION –PROFESSIONAL EXPERIENCE Further Research TPACK attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge
  10. 10. CRITICAL EVALUATION OF ASSUMPTION #3‘Students like group work because they feel involved and respected in such a setting’
  11. 11. PRACTICAL APPLICATION - PROFESSIONAL EXPERIENCE• Lev Vygotsky – Social Constructivist Theory• Social constructivism - groups construct knowledge for one another, collaboratively creating a small culture of shared artefacts with shared meanings
  12. 12. CONCLUSION • ‘Assumptions about teaching will be built and broken’Examine an assumptions origin and usefulnessGive reason to your pedagogical practiceReview and implement teaching strategies
  13. 13. REFERENCES• Britzman, Deborah P. (2003). Practice makes practice: a critical study of learning to teach (Rev.ed) . State University of New York Press, Albany, p. 28.• Harrison, N. (2011). Teaching and Learning in Indigenous Education. 2nd edition Sydney: Oxford University Press, p. 16.• McWilliam, E. (2005). Unlearning pedagogy. Journal of Learning Design, p.223.• Murphy, S (2001) The erosion of democracy in education. Detselsig, Calgary, p.145-167.• Nilsson, P. (2009) European Journal of Teacher Education: From lesson plan to new comprehension: exploring student teachers’ pedagogical reasoning in learning about teaching, p.152.• Shulman, S. (2005). Knowledge and Teaching: Foundations of the new reform, Stanford University Lee, p.81.• Staub and Stern (2002), Journal of Educational Psychology, American Psychological Association, p.148.• Tripp, D. (1994). Teachers’ lives, critical incidents, and professional practice. Qualitative Studies in Education , p.65–76.

×