The More Things Change the More They Stay the Same: Factors Influencing Teachers' Interpretations and Delivery of National Curriculum Physical Education

Curtner‐Smith, Matthew D.

doi:10.1080/1357332990040106

Cited by 180 publications

(130 citation statements)

References 39 publications

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“…As a result, the previous experiences, perceptions, values and beliefs of many trainee teachers are reinforced. Indeed, research suggests that beliefs about physical education developed prior to teacher training are not easily changed and that teacher training has relatively little impact on trainee teachers (Curtner-Smith, 1999;Evans, 1992;Evans et al, 1996;Green, 1998;Placek et al, 1995). Research has also found that teacher training does not tend to challenge trainee teachers' values and beliefs about physical education and in teacher training many trainee teachers confirm, rather than modify, their values and beliefs (Doolittle et al, 1993;Solmon and Ashy, 1995).…”

Section: Socialisationmentioning

confidence: 99%

“…These include childhood and adolescent experiences. Experiences in physical education, sport (both in and out of school), success in education and in sport and interactions with physical education teachers, coaches and others working in physical activity and sport contexts with whom the prospective teacher comes into contact, are all influential (see, for example, Curtner-Smith, 1999;Dewar and Lawson, 1984;Dodds et al, 1992;Evans and Williams, 1989;Evans et al, 1995;Green, 1998;Mawer, 1996;Schempp, 1989;Templin, 1979). However, research has shown that many physical education teachers are motivated to enter the profession because of their experiences, and success, in sport as opposed to physical education (e.g.…”

Section: Socialisationmentioning

confidence: 99%

“…This model focuses largely on the acquisition and performance of skills in a multi-activity curriculum organised mostly around team games, taught with a limited range of teaching approaches most of which are formal, didactic and teacher-centred (see, for example, Curtner-Smith, 1999;Fairclough and Stratton, 1997;Green, 1998;Kirk and Kinchin, 2003;Mawer, 1999;Metzler, 2000;Ofsted, 1995Ofsted, , 2002Evans, 1994 &. Evans (1992, p.239) describes what he calls the ‗sporting perspective' as: subject centred, concerned with the development of physical skills and maintaining standards within a meritocratic system, and with fostering enjoyment and a love of sport amongst all children while securing the potential of elite performers and the more physically able child.…”

Section: Introductionmentioning

confidence: 99%

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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: Socialisationmentioning

confidence: 99%

Section: Socialisationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Capel

2007

The Curriculum Journal

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“…This suggests that student teachers and mentors accept the physical education curriculum taught in schools and do not question or critique it. This contributes to what several authors have suggested is little change in the teaching of physical education (for example, Curtner-Smith, 1999;Evans et. al., 1997;Laws and Aldridge, 1995;Penney and Harris, 1998).…”

Section: Discussionmentioning

confidence: 82%

“…This may be one contributor to the predominance in physical education in England of the traditional, multi-activity curriculum based on the acquisition and performance of skills organised mostly around team games, with a limited range of teaching styles being used for delivering this content (Curtner-Smith, 1999;Green, 1998;Kirk and Kinchin, 2003;Mawer, 1999;Penney and Evans, 1999). This traditional content and teaching approaches contribute to the alienation of many young people from physical activity, partly because the physical education taught in schools does not allow young people to participate in the types of sport, exercise and physical recreation experienced outside school and "the form of learning represented in school may have little transfer value to related situations outside school.…”

Section: Discussionmentioning

confidence: 99%

The development of knowledge for teaching physical education in secondary schools over the course of a PGCE year

Capel

Hayes

Katene

et al. 2009

European Journal of Teacher Education

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There has been a considerable amount of work on what knowledge student teachers need to develop to become effective teachers. The purpose of this study was to look at the development of knowledge of student physical education teachers in England. Six secondary student physical education teachers completed a journal on a monthly basis throughout their one year course. The student teachers and their mentors were interviewed in school towards the end of their course in June. Responses were analysed inductively. Results showed that knowledge important to develop, knowledge developed and knowledge which still needs to be developed at the end of the course was all related to content knowledge and pedagogical knowledge which they could apply in the immediate practical teaching situation. The results are discussed in relation to the development of student physical education teachers knowledge for teaching.

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Curriculum reform in Wales: Physical education teacher educators' negotiation of policy positions

Aldous

Evans

Penney

2022

The Curriculum Journal

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This paper reports on research that explored the experiences of secondary Physical Education Teacher Education (PETE) professionals' simultaneous negotiation and implementation of the new Curriculum for Wales (CfW) Health and Well‐Being (HWB) Area of Learning and Experience (AoLE) and policies focused on the transformation of Initial Teacher Education (ITE) in Wales. The study was an exploratory case study of PETE professionals working within one university's ITE programme. Data were generated through documentary analysis of PETE and ITE programme materials and semi‐structured interviews with staff involved in programme management and delivery. Data analysis employed Ball and colleagues' conceptualisation of policy actors and contexts to critically examine the varied policy positions that PETE professionals adopt in navigating and negotiating enactment of the HWB AoLE within their ITE provision. Attention is drawn to the significance of historical and culturally situated dimensions of secondary physical education and PETE in Wales, and significant changes to the professional culture of ITE, in shaping PETE educators' engagement with the HWB AoLE. The paper concludes by contending that ITE institutions in Wales need to further consider how PETE (and other) educators can be actively supported to engage in sophisticated policy work within their institutions and across policy and professional networks.

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The More Things Change the More They Stay the Same: Factors Influencing Teachers' Interpretations and Delivery of National Curriculum Physical Education

Cited by 180 publications

References 39 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

The development of knowledge for teaching physical education in secondary schools over the course of a PGCE year

Curriculum reform in Wales: Physical education teacher educators' negotiation of policy positions

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