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

Aldous, David; Evans, Victoria L.; Penney, Dawn

doi:10.1002/curj.149

Cited by 9 publications

(11 citation statements)

References 44 publications

(89 reference statements)

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“…educators in the broadest sense. [21] More specifically, the historical and contemporary research literature on the UK field of PE (see, for example, [23][24][25]) strongly supports the idea of contested interests in PE (and school sport) from other fields, in particular, those of (certain) competitive sports, education, politics, the military, religion, industry, medicine and the media. As both Hargreaves' [23] and Kirk's [24] work illustrates in detail, the representation of these ongoing interests remains manifest through legacy discourses and practices in the PE curriculum as the product of over a century of struggle over the legitimacy of the types of body and the uses of the body that the subject of PE, and thereby schools, should be producing and promoting.…”

Section: Scholar-practitioners Must Know Their Field: Unpacking the I...mentioning

confidence: 99%

Using Critical Social Theory as Professional Learning to Develop Scholar—Practitioners in Physical Education: The Example of Bourdieu’s Theory of Practice

Brown,

Lloyd

2024

Education Sciences

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In this conceptual article, we present the idea that the physical education (PE) teacher is, out of professional necessity, a scholar—practitioner. To substantiate and evolve this idea, we develop a Deweyian pragmatist view of the scholar—practitioner which also embraces criticality. This stance collapses the binary notion of theory and practice and instead embraces theory and practice as a duality. We add a critical dimension to this duality through recognising that scholar—practitioners (especially leaders) require criticality and cultural awareness to raise questions over knowledge conventions and the mitigations of contextual factors their learners may face. We then turn to the critical and practical sociology of Pierre Bourdieu to illustrate how the use of theory may help PE scholar—practitioners enhance their criticality and cultural awareness. More specifically, we draw on Bourdieu’s primary concepts of field, capital and habitus to show how the application of this theory can help PE scholar—practitioners position themselves in relation to their profession and how they might know their field; be aware of their, and their students’, capital worth in relation to that field; and know themselves (their personal—professional habitus). In conclusion, we suggest that for PE scholar—practitioners, theory-based learning and its applied use might be considered a form of professional learning and not be limited to Bourdieu’s theory but extended to include a range of other aspects of critical social theory. We finish by suggesting that this approach to the PE scholar—practitioner is even more pertinent due to the field of PE becoming increasingly a third space—something which requires additional research and analysis.

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Section: Scholar-practitioners Must Know Their Field: Unpacking the I...mentioning

confidence: 99%

Using Critical Social Theory as Professional Learning to Develop Scholar—Practitioners in Physical Education: The Example of Bourdieu’s Theory of Practice

Brown,

Lloyd

2024

Education Sciences

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“…Since 2012, the world's top university presidents have been talking about the same thing and doing the same thing: MOOc [11]. This educational storm set off by the world's top Harvard, it has shaken such entire community and aroused close [12].…”

Section: Development Of Moocs In Chinamentioning

confidence: 99%

The Evaluation of Table Tennis Teaching Effect in Colleges and Universities Based on MOOC Technology in the Development Process of Smart City

Liu

2023

Preprint

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With the development of the times, in the process of intelligent city development, the requirements for various indicators of urban facilities are constantly improved, and the teaching should also change with the changes of the times. MOOC storm was initiated by Harvard, MIT, Stanford and other top universities in the world, and then it shook the whole education circle. With the introduction of MOOCs into China, well-known MOOCs in China have also joined the army. Combining with the new teaching mode, we can realize the reengineering of the teaching process and redefine the classroom by flipping the classroom. This new teaching mode based on MOOCs has been popularized and applied in most subjects, and has achieved verifiable results. Although there are related studies, qualitative studies are still the main ones. There are few quantitative studies. The establishment of MOOC Center provides a better learning platform for teachers and students. In the process of learning and teaching, students and teachers can use this new teaching method to find more professional learning materials through Internet teaching on this perfect platform, so as to promote their professionalism and interest in learning table tennis. This study will study the teaching of table tennis in colleges and universities, and establish an evaluation model of teaching effect, so as to study whether this teaching model can play a positive role in students' learning sports theoretical knowledge, improving and mastering ball skills in the process of college public physical education. At the same time, the study habits of online learning are analyzed, and the characteristics of students' learning problems, learning patterns and behavior habits are excavated, which can provide reference for educational reform and innovation.

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“…As part of this reform, universities were subject to reaccreditation of all ITE courses via the Education Workforce Council (EWC), the result of which offers a new suite of courses, the first of which commenced in 2019. These new courses draw on the principle of research-informed pedagogy, encouraging educators' active engagement with research (Aldous et al, 2022;Mutton & Burn, 2020). However, both contexts differ in terms of recruitment and support for Welsh/Irish language skills in ITE and in the qualifications required to obtain a position in a minority language school as outlined below.…”

Section: Minority Languages and Initial Teacher Educationmentioning

confidence: 99%

ITE provision in minority language contexts

Dunne

2022

JICB

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Within the broader contexts of language maintenance, revitalisation and use, schools have an important role to play in the early transmission of minority or minoritized languages. Through effective classroom-based practices, teachers can offer rich, continuous linguistic experiences for the young people they teach that can lead to long-term, sustained engagement with language over time. How effective a given approach or practice may be in delivering a linguistic outcome in different contexts depends to a large extent on the skills and competence of the teacher involved (Fitzpatrick et al., 2018, p. 59), and the skills and competence of the teacher are usually rooted in their early experiences as student teachers. Initial teacher education (ITE) programmes are therefore central to the delivery of effective classroom-based practices and fundamental in generating autonomous teachers who can explore critically the different pedagogical approaches as they pertain to minority language contexts. This paper provides a comparative overview of the current issues and challenges facing ITE for primary education in two distinct minority language settings, namely Wales and Ireland. Both settings provide Welsh-medium or Irish-medium immersion education, as well as English-medium education offering Welsh or Irish as statutory subjects up to age 16. Both contexts also offer ITE programmes through the medium of Welsh or Irish, catering specifically for those student teachers wishing to teach in immersion settings. Both contexts face a number of shared challenges in terms of the content, design and delivery of an effective ITE programme for the context. We therefore highlight areas in which resources and methodologies could be shared amongst all those involved in ITE where minority language maintenance is a key component of education.

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

Cited by 9 publications

References 44 publications

Using Critical Social Theory as Professional Learning to Develop Scholar—Practitioners in Physical Education: The Example of Bourdieu’s Theory of Practice

Using Critical Social Theory as Professional Learning to Develop Scholar—Practitioners in Physical Education: The Example of Bourdieu’s Theory of Practice

The Evaluation of Table Tennis Teaching Effect in Colleges and Universities Based on MOOC Technology in the Development Process of Smart City

ITE provision in minority language contexts

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