An examination of knowledge prioritisation in secondary physical education teacher education courses

Hayes, Sid; Capel, Susan; Katene, Will; Cook, Philippa

doi:10.1016/j.tate.2006.10.012

Cited by 34 publications

(48 citation statements)

References 20 publications

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“…Research suggests that trainee physical education teachers and their mentors generally have a limited view of the knowledge needed for teaching and this knowledge reinforces the traditional approach to teaching the subject (see, for example, Capel and Katene, 2000;Capel, et al, 2007;Gower and Capel, 2004;Hayes, et al, 2007). Although some trainee teachers identify pedagogical content knowledge as important, the knowledge identified by the majority focuses largely on the knowledge required to teach the six areas of activity of the National Curriculum for Physical Education and theoretical aspects of examinations to pupils between 14 and 18 years, i.e.…”

Section: Implications For Developing Knowledge For Teachingmentioning

confidence: 96%

Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject

Capel

2007

The Curriculum Journal

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All knowledge is socially constructed, including physical education teachers' knowledge of their subject. It is acquired from other people either formally and deliberately (e.g. by being taught) or informally and casually (e.g. by interacting with physical education teachers or playing in a sports team). The social aspects of learning appear to be particularly strong in physical education. This has implications for the development of knowledge for teaching, with trainee teachers focusing on the development of subject, and particularly content, knowledge. Focusing on subject knowledge reinforces a traditional view of physical education as it is, not as it might be to meet the needs of young people today. It is argued that attention needs to be given not only to the knowledge, skills and competencies that trainee teachers ought to develop but also to the social aspects of their learning and development and the context in which they learn. Attention also needs to be given to how the ability to think critically can be developed so that trainee teachers can become reflective practitioners able to challenge and, where appropriate, change the teaching of the subject. Only by doing this can the particularly strong socialisation which shapes the values and beliefs of physical education teachers begin to be challenged. However, as the process of developing knowledgeable teachers is ongoing it is also necessary to look beyond teacher training to continuing professional development.

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Section: Implications For Developing Knowledge For Teachingmentioning

confidence: 96%

Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject

Capel

2007

The Curriculum Journal

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“…With respect to what type of knowledge is developed, the prioritisation of content knowledge to the detriment of other knowledge bases constitutes a major criticism of PETE in England (Capel, 2007;Hayes et al 2008;Kinchin, 2009;Velija et al 2009). On the other hand, it is also recognised that content knowledge deficits can have multiple and profound negative impacts on PSTs in PE (Gower and Capel, 2004;Herold and Waring, 2011;Siedentop, 2002;Sloan, 2007).…”

Section: A Theoretical Framework In Teacher Knowledge Researchmentioning

confidence: 99%

“…As PSTs evaluated and shared ideas these were then critiqued and re-used by others, providing a platform to enhance their learning. In the English context some authors have pointed to the prioritisation of content knowledge by PSTs and school-based mentors to be a limiting factor in achieving the development of more varied and more student-centred teaching approaches (Capel et al, 2011;Hayes et al, 2008;Velija et al, 2009). The acquisition of such knowledge was also to be valued by the PSTs in this study, but their development of subject knowledge extended beyond this.…”

Section: Some Of Them Are Willing To Take Great Risks Thomas With Thmentioning

confidence: 99%

“…Velija et al (2009 identify how PETE struggles to impact on PSTs' personal philosophies of teaching. Hayes et al (2008) note that PETE in England has been largely unsuccessful in challenging the hegemony of content-focussed teaching practices in school physical education. Other research on English PETE stresses that PSTs and their mentors frequently continue to prioritise content knowledge over other knowledge bases and favour knowledge with direct practical application for the school setting during their teacher education (Kinchin, 2009).…”

Section: Introductionmentioning

confidence: 99%

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An investigation of pre-service teachers’ learning in physical education teacher education: schools and university in partnership

Herold

Waring

2016

Sport, Education and Society

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“…Thus, regardless of a teacher's experience it is always worth questioning the forms and style of verbal and non-verbal communication used in everyday teaching practice, as well as the quality of the messages transmitted (Cloes et al, 1995). Hayes et al (2008) note that in the extensive literature regarding the training of physical education (PE) teachers, much research has focused on beginner and expert teachers who face different concerns (Wendt et al, 1989;Behets, 1990Behets, , 1997Meek, 1996;Meek et al, 1999;Rossi et al, 2008). For example, Behets (1990) found several significant differences with respect to the instructional variables, all indicating that the most effective teachers spent significantly less time and attention on providing information to pupils.…”

Section: Communication In Expert and Novice Teachersmentioning

confidence: 99%

Kinesics and proxemics communication of expert and novice PE teachers

et al. 2011

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The aim of the study is to analyse the sequential paraverbal communication used while teaching by expert and novice PE teachers. Four expert and four novice teachers were observed using a coding scheme of paraverbal behavior. The detection of temporal patterns using Theme v.5 enabled sequential analyses of paraverbal behaviour. The results indicate that compared to expert teachers, novice teachers used a greater number of gestures and did not always make effective use of the teaching space. Their gestures were also less qualitative in nature as they did not take full advantage of the communicative possibilities offered by some of the gestures analysed. Kinesics and proxemics communication of expert and novice PE teachers AbstractThe aim of the study is to analyse the sequential paraverbal communication used while teaching by expert and novice PE teachers. Four expert and four novice teachers were observed using a coding scheme of paraverbal behavior. The detection of temporal patterns using Theme v.5 enabled sequential analyses of paraverbal behaviour. The results indicate that compared to expert teachers, novice teachers used a greater number of gestures and did not always make effective use of the teaching space. Their gestures were also less qualitative in nature as they did not take full advantage of the communicative possibilities offered by some of the gestures analysed.

show abstract

An examination of knowledge prioritisation in secondary physical education teacher education courses

Cited by 34 publications

References 20 publications

Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject

Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject

An investigation of pre-service teachers’ learning in physical education teacher education: schools and university in partnership

Kinesics and proxemics communication of expert and novice PE teachers

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