The current study, a part of a bigger study, explored how teachers in Indonesia implemented coope... more The current study, a part of a bigger study, explored how teachers in Indonesia implemented cooperative learning (CL) in their distinct contexts. This multiple case study design used a qualitative interpretative approach. Following semi-structured interviews with 18 teachers who had attended CL professional development and used CL in their classrooms, four were purposefully selected as cases of teachers. Classroom observations, post classroom observation interviews, and field notes were employed to investigate the implementation of CL. The data were analysed using Miles, Huberman and Saldaña’s framework. Five themes were generated from cross-case analysis: implementation of CL principles, a lack of CL structures, a greater need of group orientation, group composition, and informal CL. The findings indicate that when an innovative pedagogical practice such as CL is implemented in a culture different from the one in which it was constructed, unique contexts both enable and disrupt the...
Curriculum Studies in Health and Physical Education
Primary classroom teachers are increasingly moving to the side-line as physical education (PE) is... more Primary classroom teachers are increasingly moving to the side-line as physical education (PE) is outsourced to external providers. Although there are many critiques of external providers, few studies draw on primary school students’ perspectives. This study calls on data from semi-structured focus group interviews with 24 students from four New Zealand primary schools to convey their perspectives on whom they prefer as their teachers of PE. Data were analysed through the constant comparative method within the concepts of inclusion and exclusion from the perspective of critical social justice. Three themes are presented and discussed: (1) ‘Classroom teachers are better because they know us’; (2) ‘External providers are better because they know sport’; (3) ‘Classroom teachers should teach PE; External providers should teach sport’. The findings highlight the importance of listening to students’ perspectives. We argue that classroom teachers should play a central role in teaching primary PE with assistance from external providers and HPE specialists to offer all students a socially just, inclusive, and equitable learning experience.
n recent times there has been an increasing advocacy for the use of media and digital technologie... more n recent times there has been an increasing advocacy for the use of media and digital technologies in physical education. While research attention has been centered on examining how technology is used by physical education teachers and can facilitate student learning, there have been few studies that have focused on how teachers have integrated digital technologies into their teaching and navigated the issues involved. The purpose of this study was to explore how one teacher (Greg) sought to explore the factors that enabled and constrained his use of digital tools and how developing digital competence and practice. Through a self-study of his practice, Greg learnt that digital technologies have the potential to enhance learning in his lessons but only when three key conditions are met. Firstly, teachers and learners need to be prepared to use it. Secondly, the particular PE context and setting must be appropriate to its use. Finally, digital technology must contribute to meeting the set learning intentions. If any of these three factors are not present then the impact of digital technology, beyond being a novelty for either teachers or learners, is likely to be negligible.
School HPE makes a unique contribution to the physical, cognitive, emotional and social developme... more School HPE makes a unique contribution to the physical, cognitive, emotional and social development of young people (Morgan & Burke,2008). The world summit on HPE in 1999 (Doll-Tepper & Sco ...
A pedagogia crítica é uma abordagem dinâmica e transformadora da educação que deve continuar a se... more A pedagogia crítica é uma abordagem dinâmica e transformadora da educação que deve continuar a se adaptar aos contextos sociais e históricos em rápida mudança. Neste artigo, defendemos que práticas pedagógicas baseadas em saberes e princípios indígenas possibilitam uma pedagogia crítica para a Saúde e Educação Física que questione os efeitos da precariedade. Com base especificamente no contexto de Aotearoa Nova Zelândia, descrevemos os princípios de Kaupapa Māori, uma perspectiva indígena que expressa as aspirações Māori e os valores Māori específicos, e como esses princípios são articulados em Saúde e Educação Física. Argumentamos que as práticas de Saúde e Educação Física sustentadas por Kaupapa Māori têm o potencial de reduzir a raiva, a ansiedade e a alienação por meio do fortalecimento de conexões entre alunos, entre alunos e professores, com a terra e com identidades emergentes.
The current study, a part of a bigger study, explored how teachers in Indonesia implemented coope... more The current study, a part of a bigger study, explored how teachers in Indonesia implemented cooperative learning (CL) in their distinct contexts. This multiple case study design used a qualitative interpretative approach. Following semi-structured interviews with 18 teachers who had attended CL professional development and used CL in their classrooms, four were purposefully selected as cases of teachers. Classroom observations, post classroom observation interviews, and field notes were employed to investigate the implementation of CL. The data were analysed using Miles, Huberman and Saldaña’s framework. Five themes were generated from cross-case analysis: implementation of CL principles, a lack of CL structures, a greater need of group orientation, group composition, and informal CL. The findings indicate that when an innovative pedagogical practice such as CL is implemented in a culture different from the one in which it was constructed, unique contexts both enable and disrupt the...
This paper reports on the first phase of a three-year project in which we explored ways to adapt ... more This paper reports on the first phase of a three-year project in which we explored ways to adapt and evolve our pedagogies in relation to the use of new and emerging digital technologies. Our aim is to develop a shared understanding and resourcefulness for teaching in an age where pedagogy in a university setting is an increasingly complex and novel problem. We focus specifically on our experiences of emergency remote teaching (ERT) where we pivoted mid semester from on-campus classroom-based teaching to exclusively online delivery and assessment. Through a dialogical approach enabled by the self-study, we support each other, describe the key challenges we have experienced, and identify the key assumptions that underpin our practices as teachers in digital learning contexts. The themes found in this dialectical relationship were named as: the visibility of students, the constraints of technology, and the fact that we are neophyte lecturers again.
The International Journal of Critical Pedagogy, 2016
This paper reports on the findings of a study that explored the influence of a four-year physical... more This paper reports on the findings of a study that explored the influence of a four-year physical education teacher education (PETE) programme on the beliefs about physical education of the graduating students. These students suggested that a single teacher educator (TE) with a Freirean pedagogy had strongly influenced their beliefs and understanding of physical education. The TE used problem posing and dialogue in his lectures to raise the critical consciousness of the PETE students. The TE challenged the students’ beliefs about the relationship between sport and physical education. This paper focuses on the pedagogy of the teacher educator and the students’ reading of the pedagogy. This study uses data from interviews with PETE students and the writing of the TE to describe the practice, and student ‘reading’, of a Freirean pedagogy in a PETE programme.
Physical Education Teacher Education – ’It’s only an intervention, but it can sow very fertile se... more Physical Education Teacher Education – ’It’s only an intervention, but it can sow very fertile seeds’
The current study, a part of a bigger study, explored how teachers in Indonesia implemented coope... more The current study, a part of a bigger study, explored how teachers in Indonesia implemented cooperative learning (CL) in their distinct contexts. This multiple case study design used a qualitative interpretative approach. Following semi-structured interviews with 18 teachers who had attended CL professional development and used CL in their classrooms, four were purposefully selected as cases of teachers. Classroom observations, post classroom observation interviews, and field notes were employed to investigate the implementation of CL. The data were analysed using Miles, Huberman and Saldaña’s framework. Five themes were generated from cross-case analysis: implementation of CL principles, a lack of CL structures, a greater need of group orientation, group composition, and informal CL. The findings indicate that when an innovative pedagogical practice such as CL is implemented in a culture different from the one in which it was constructed, unique contexts both enable and disrupt the...
Curriculum Studies in Health and Physical Education
Primary classroom teachers are increasingly moving to the side-line as physical education (PE) is... more Primary classroom teachers are increasingly moving to the side-line as physical education (PE) is outsourced to external providers. Although there are many critiques of external providers, few studies draw on primary school students’ perspectives. This study calls on data from semi-structured focus group interviews with 24 students from four New Zealand primary schools to convey their perspectives on whom they prefer as their teachers of PE. Data were analysed through the constant comparative method within the concepts of inclusion and exclusion from the perspective of critical social justice. Three themes are presented and discussed: (1) ‘Classroom teachers are better because they know us’; (2) ‘External providers are better because they know sport’; (3) ‘Classroom teachers should teach PE; External providers should teach sport’. The findings highlight the importance of listening to students’ perspectives. We argue that classroom teachers should play a central role in teaching primary PE with assistance from external providers and HPE specialists to offer all students a socially just, inclusive, and equitable learning experience.
n recent times there has been an increasing advocacy for the use of media and digital technologie... more n recent times there has been an increasing advocacy for the use of media and digital technologies in physical education. While research attention has been centered on examining how technology is used by physical education teachers and can facilitate student learning, there have been few studies that have focused on how teachers have integrated digital technologies into their teaching and navigated the issues involved. The purpose of this study was to explore how one teacher (Greg) sought to explore the factors that enabled and constrained his use of digital tools and how developing digital competence and practice. Through a self-study of his practice, Greg learnt that digital technologies have the potential to enhance learning in his lessons but only when three key conditions are met. Firstly, teachers and learners need to be prepared to use it. Secondly, the particular PE context and setting must be appropriate to its use. Finally, digital technology must contribute to meeting the set learning intentions. If any of these three factors are not present then the impact of digital technology, beyond being a novelty for either teachers or learners, is likely to be negligible.
School HPE makes a unique contribution to the physical, cognitive, emotional and social developme... more School HPE makes a unique contribution to the physical, cognitive, emotional and social development of young people (Morgan & Burke,2008). The world summit on HPE in 1999 (Doll-Tepper & Sco ...
A pedagogia crítica é uma abordagem dinâmica e transformadora da educação que deve continuar a se... more A pedagogia crítica é uma abordagem dinâmica e transformadora da educação que deve continuar a se adaptar aos contextos sociais e históricos em rápida mudança. Neste artigo, defendemos que práticas pedagógicas baseadas em saberes e princípios indígenas possibilitam uma pedagogia crítica para a Saúde e Educação Física que questione os efeitos da precariedade. Com base especificamente no contexto de Aotearoa Nova Zelândia, descrevemos os princípios de Kaupapa Māori, uma perspectiva indígena que expressa as aspirações Māori e os valores Māori específicos, e como esses princípios são articulados em Saúde e Educação Física. Argumentamos que as práticas de Saúde e Educação Física sustentadas por Kaupapa Māori têm o potencial de reduzir a raiva, a ansiedade e a alienação por meio do fortalecimento de conexões entre alunos, entre alunos e professores, com a terra e com identidades emergentes.
The current study, a part of a bigger study, explored how teachers in Indonesia implemented coope... more The current study, a part of a bigger study, explored how teachers in Indonesia implemented cooperative learning (CL) in their distinct contexts. This multiple case study design used a qualitative interpretative approach. Following semi-structured interviews with 18 teachers who had attended CL professional development and used CL in their classrooms, four were purposefully selected as cases of teachers. Classroom observations, post classroom observation interviews, and field notes were employed to investigate the implementation of CL. The data were analysed using Miles, Huberman and Saldaña’s framework. Five themes were generated from cross-case analysis: implementation of CL principles, a lack of CL structures, a greater need of group orientation, group composition, and informal CL. The findings indicate that when an innovative pedagogical practice such as CL is implemented in a culture different from the one in which it was constructed, unique contexts both enable and disrupt the...
This paper reports on the first phase of a three-year project in which we explored ways to adapt ... more This paper reports on the first phase of a three-year project in which we explored ways to adapt and evolve our pedagogies in relation to the use of new and emerging digital technologies. Our aim is to develop a shared understanding and resourcefulness for teaching in an age where pedagogy in a university setting is an increasingly complex and novel problem. We focus specifically on our experiences of emergency remote teaching (ERT) where we pivoted mid semester from on-campus classroom-based teaching to exclusively online delivery and assessment. Through a dialogical approach enabled by the self-study, we support each other, describe the key challenges we have experienced, and identify the key assumptions that underpin our practices as teachers in digital learning contexts. The themes found in this dialectical relationship were named as: the visibility of students, the constraints of technology, and the fact that we are neophyte lecturers again.
The International Journal of Critical Pedagogy, 2016
This paper reports on the findings of a study that explored the influence of a four-year physical... more This paper reports on the findings of a study that explored the influence of a four-year physical education teacher education (PETE) programme on the beliefs about physical education of the graduating students. These students suggested that a single teacher educator (TE) with a Freirean pedagogy had strongly influenced their beliefs and understanding of physical education. The TE used problem posing and dialogue in his lectures to raise the critical consciousness of the PETE students. The TE challenged the students’ beliefs about the relationship between sport and physical education. This paper focuses on the pedagogy of the teacher educator and the students’ reading of the pedagogy. This study uses data from interviews with PETE students and the writing of the TE to describe the practice, and student ‘reading’, of a Freirean pedagogy in a PETE programme.
Physical Education Teacher Education – ’It’s only an intervention, but it can sow very fertile se... more Physical Education Teacher Education – ’It’s only an intervention, but it can sow very fertile seeds’
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Papers by Rod Philpot