Factors influencing pre-service teachers' perception of teaching games for understanding: a constructivist perspective

Wang, Limin; Ha, Amy S.

doi:10.1080/13573322.2011.607954

Cited by 21 publications

(31 citation statements)

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“…Previous studies have reported successfully overcoming the powerful influence of acculturation resulting in a change in PETE students' preconceived custodial teaching beliefs and receptiveness to an alternative physical education teaching approach (Gurvitch et al 2008;Li and Cruz 2008;Moy, Renshaw, and Davids 2013;Wang and Ha 2012;Wright, McNeill, and Fry 2009). Exploring the features and student experiences of alternative pedagogy programmes during PETE that overcome acculturation and make this receptiveness possible is an important next step (Light and Tan 2006;McMahon and MacPhail 2007;Philpot and Smith 2011;Sofo and Curtner-Smith 2005).…”

mentioning

confidence: 99%

Overcoming acculturation: physical education recruits' experiences of an alternative pedagogical approach to games teaching

Moy

Renshaw

Davids

et al. 2015

Physical Education and Sport Pedagogy

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2 Overcoming acculturation: Physical education recruits' experiences of an alternative pedagogical approach to games teachingBackground: Physical education teacher education (PETE) programmes have been identified as a critical platform to encourage the exploration of alternative teaching approaches by pre-service teachers. However, the socio-cultural constraint of acculturation or past physical education and sporting experiences results in the maintenance of the status quo of a teacher-driven, reproductive paradigm. Previous studies have reported successfully overcoming the powerful influence of acculturation, resulting in a change in PETE students' custodial teaching beliefs and receptiveness to alternative teaching approaches. However, to date, limited information has been reported about how PETE students' acculturation shaped their receptiveness to an alternative teaching approach. This is particularly the case for PETE recruits identified in the literature as most resistant to change.Purpose: To explore the features and experiences of an alternative games teaching approach that appealed to PETE recruits' identified as most resistant to change, requiring a specific sample of PETE recruits with strong, custodial, traditional physical education teaching beliefs, and whom are high achieving sporting products of this traditional culture. The alternative teaching approach explored in this study is the constraints-led approach (CLA), which is similar operationally to TGfU, but distinguished by a neurobiological theoretical framework (nonlinear pedagogy) that informs learning design. Participants and Setting:A purposive sample of 10 Australian PETE students was recruited for the study. All participants initially had strong, custodial, traditional physical education teaching beliefs, and were successful sporting products of this teaching approach. After experiencing the CLA as learners during a games unit, participants demonstrated receptiveness to the alternative pedagogy.Data collection and analysis: Semi-structured interviews and written reflections were sources of data collection.Each participant was interviewed separately, once prior to participation in the games unit to explore their positive physical education experiences, and then again after participation to explore the specific games unit learning experiences that influenced their receptiveness to the alternative pedagogy. Participants completed written reflections about their personal experiences after selected practical sessions. Data were qualitatively analysed using grounded theory.Findings: Thorough examination of the data resulted in establishment of two prominent themes related to the appeal of the CLA for the participants: (i) psychomotor (effective in developing skill), and (ii), inclusivity 3 (included students of varying skill level). The efficacy of the CLA in skill development was clearly an important mediator of receptiveness for highly successful products of a traditional culture. This significant finding could be explained by three key facto...

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confidence: 99%

Overcoming acculturation: physical education recruits' experiences of an alternative pedagogical approach to games teaching

Moy

Renshaw

Davids

et al. 2015

Physical Education and Sport Pedagogy

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“…Finally, several students confirmed that gaining additional freedom in TGfU classes increased their MVPA levels. Traditional technique-based teaching is characterized by following step-by-step instructions provided by teachers and focusing on skill performance, thereby restricting the physical exertion of students, whereas TGfU classes enable students to freely decide and solve problems in games without requirements or restrictions on skill performance [ 14 , 36 , 47 ]. Hence, the TGfU model is accompanied by high levels of PA.…”

Section: Discussionmentioning

confidence: 99%

Teaching Games for Understanding Intervention to Promote Physical Activity among Secondary School Students

Wang

Lijuan

2018

BioMed Research International

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Objectives This study investigated the effectiveness of Teaching Games for Understanding (TGfU) intervention on the moderate-to-vigorous physical activity (MVPA) levels of students from Grades 9 and 10. Methods A total of 118 students from four classes (two TGfU groups and two technique groups) participated in this study. Accelerometers were used to measure the MVPA time of students, and formal interviews were conducted to identify the factors that contributed to the MVPA level of students in TGfU classes. Results The results reveal that the TGfU [t (1, 57) = - 11.622, p <.001, and d =.841] and technical [t (1, 61) = -4.232, p <.001, and d =.236] group exhibited significantly improved MVPA levels in intervention phase. During the intervention period, the MVPA time of the TGfU group (M = 20.26, SD = 3.74) was significantly longer than that of the technique group [M = 17.62, SD = 3.37, t (1, 118) = 4.023, p < .001, and d = .35]. Moreover, in the TGfU classes, boys (M=21.476, SD =.719) spent significantly more time engaging in MVPA than girls (M = 19.135, SD = .645) [F (1, 57) = 5.807, p = .019, and η2= .09]. However, no significant differences were determined between the MVPA levels of high- and low-skilled students. Data gathered through interviews suggested that the nature of the games, the small-sided team, and the freedom and enjoyment experienced by the students through games may explain the high MVPA levels observed in the TGfU classes. ConclusionTGfU intervention can potentially be used to promote physical activities and attain the recommended MVPA time in PE classes (50% class time).

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“…constructed via the interweaving processes of assimilation and accommodation occurring during an individual's development. While the former process refers to the addition of new information, the latter is defined as how a learner restructures his or her prior knowledge so that new knowledge can be established appropriately [24]. These dual processes stem from environmental problems that do not fit in an individual's accumulated knowledge [25].…”

Section: Classroom Managementmentioning

confidence: 99%

“…These teachers will later attempt to replace lecture-driven classes with a more learner-centered atmosphere. Unlike the cognitive constructivist approach, social constructivism focuses on the influence of cultural and environmental settings on how individuals construct their new knowledge [24]. In other words, knowledge construction takes place when an individual communicates with others, such as instructors, experts, or peers, in an authentic environment that may be simulated from reality.…”

Section: Classroom Managementmentioning

confidence: 99%

“…In other words, knowledge construction takes place when an individual communicates with others, such as instructors, experts, or peers, in an authentic environment that may be simulated from reality. Despite their differences, both cognitive and social constructivism has been adopted and recommended by numerous researchers in the field of teacher education, e.g., [2], [24]. Current literature highlights that studies should investigate the interactions between social environment and individual knowledge construction rather than focusing on determining which theory should be given more preference in the field of learning analysis [24], [26].…”

Section: Classroom Managementmentioning

confidence: 99%

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Teachers’ Training Course Using Synchronous Conferencing Tools for Hospitality and Tourism Education in Vietnam: A Constructivist Approach

Luong¹,

Kim²

2021

IJIET

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Despite its significant damage to the hospitality and tourism industry, the pandemic of COVID-19 indeed has reinforced the needs for not only the hospitality and tourism education, but also the whole educational system of Vietnam, to make use of technological innovations in education, among which synchronous conferencing tools are currently utilized for changing their mode from physical classroom to online learning. This study adopts the constructivist approaches to propose a training course designed to enhance the skills needed for teaching with synchronous conferencing technology for teachers in Vietnam's hospitality and tourism institutions. We based on the current literature to identify the necessary skills to implement classes via synchronous conferencing environments. We also selected and designed learning activities to translate constructivist teaching theory into online pedagogies. Although it needs to be evaluated in further studies, this course design is expected to contribute to the growing literature on methods to improve instructors’ readiness to teach in virtual classrooms.

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Factors influencing pre-service teachers' perception of teaching games for understanding: a constructivist perspective

Cited by 21 publications

References 40 publications

Overcoming acculturation: physical education recruits' experiences of an alternative pedagogical approach to games teaching

Overcoming acculturation: physical education recruits' experiences of an alternative pedagogical approach to games teaching

Teaching Games for Understanding Intervention to Promote Physical Activity among Secondary School Students

Teachers’ Training Course Using Synchronous Conferencing Tools for Hospitality and Tourism Education in Vietnam: A Constructivist Approach

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