Influence of occupational socialization on beginning teachers’ interpretation and delivery of sport education

Curtner‐Smith, Matthew D.; Hastie, Peter A.; Kinchin, Gary D.

doi:10.1080/13573320701780779

Cited by 241 publications

(270 citation statements)

References 15 publications

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“…Kirk (2011) recently suggested that the normalisation of innovation by teachers was a concern for the legitimacy of MBP. Similarly, Curtner-Smith et al (2008) warned against the cafeteria-style adoption of Sport Education; the very thing that Brownlee (2011) was advocating in his practitioner piece. If MBP is to serve as a starting point for curriculum praxis (Jewett et al 1995) it appears inevitable that teachers will 'bastardise' any model that they use.…”

Section: Discussionmentioning

confidence: 99%

“…As we look at the final two themes it is worth noting that Alexander et al (1996) and Curtner-Smith, Hastie and Kinchin (2008) warned that there was a gap between the adoption of a model and the creation of a suitable learning environment in which it can be successful. This seems to occur for a number of reasons, but the significant ones seem to be practitioners' reluctance to move away from the traditional hierarchical structures of teaching (Brunton 2003), and their unwillingness to remain faithful to the model (Curtner-Smith et al 2008) which in turn leads to the rebranding of traditional programmes rather than real pedagogical and curricular change.…”

Section: Diversification In the Teacher's Rolementioning

confidence: 99%

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Models-based practice: great white hope or white elephant?

Casey

2012

Physical Education and Sport Pedagogy

169

153

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Structured AbstractBackground: Many critical curriculum theorists in physical education have advocated a modelor models-based approach to teaching in the subject. This paper explores the literature base around models-based practice (MBP) and asks if this multi-models approach to curriculum planning has the potential to be the great white hope of pedagogical change or, if in fact, it is a white elephant that should be reconsidered or abandoned.Purpose: To review the literature around pedagogical and curricular change in physical education that relates to teachers experience of models-based practice. This review of research on teachers' perceptions and use of MBP was undertaken in an effort to ascertain the ways in which practitioners' interpreted this type of change in practice.Data Collection: Papers were selected by searching EBSCO databases with the identifiers "Instructional Models", "Sport Education", "Teaching Games for Understanding" and their hybrids, "Cooperative learning", "Teaching Personal and Social Responsibility", "Personalised System of Instruction" "Peer Teaching Model" and "Inquiry Teaching." These were chosen as they match the seven innovative models in Metzler's (2010) compendium of instructional models. Further articles were obtained through the citations and references in the original documents.Data Analysis: Analysis of the 45 papers followed a systematic process of inductive analysis and constant comparison. The categories, which emerged from the analysis, were based upon the researcher's perceptions of findings and revealed five key findings/themes; i) Change for Teachers, ii) Difficultly and Time, iii) Diversification in the teacher's role, iv) Evidence of effectiveness and iv) University/teacher collaboration.Findings: While changes in attitude, positive feelings, efficacy, enthusiasm and vigour were reported by teachers there was also an acknowledgement that they lacked experience in using MBP which made them feel like they were 'beginning teachers' again. For some the conceptual shift was too much and they deliberately returned to their old pedagogies. For others change occurred slowly but gradually over the course of the intervention. When professional learning 2 was part of the relationship between the teachers and researchers then these returns to old practices was not reported. However, it was acknowledged that to engage with MBP required greater effort on behalf of the teacher and that to feel comfortable could take upwards of two years. Change was a difficult undertaking but when 'evidence' of success was used to support the teachers' learning then they felt more confidence in their decisions. The biggest factor in engendering change was the sustained support offered through collaborative partnerships between schools and universities. These supportive relationships allowed the teachers to continually reconsider their practice with the help of experienced colleagues.Conclusions: While MBP has begun to help practitioners to change and develop their pedagogies and curriculum we ar...

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Section: Discussionmentioning

confidence: 99%

Section: Diversification In the Teacher's Rolementioning

confidence: 99%

Models-based practice: great white hope or white elephant?

Casey

2012

Physical Education and Sport Pedagogy

169

153

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“…The importance of situated learning experiences, as well as the wider social and cultural setting in which these occur is highly significant (Grossman and McDonald, 2008;Korthagen, 2010;Shulman and Shulman, 2004), influencing learning through enculturation, professional socialisation and co-construction (Curtner-Smith, Hastie and Kinchin, 2008;Green, 2006;Keay, 2005;Miller, 2009;Sirna, Tinning and Rossi, 2010). Shulman and Shulman's (2004) use of the term CoP has been employed to clarify the position and use of CoP taken in this paper.…”

Section: A Theoretical Framework In Teacher Knowledge Researchmentioning

confidence: 99%

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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“…The year 10 SE unit was an attempt at what Curtner-Smith, Hastie, and Kinchin (2008) referred to as a full version approach to SE (i.e. it was intended to be taught to the model described by Siedentop, Hastie, and van der Mars (2004)).…”

Section: Models-based Practice Fidelitymentioning

confidence: 99%

Adopting a models-based approach to teaching physical education

Casey

MacPhail

2018

Physical Education and Sport Pedagogy

160

115

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Background: The popularised notion of models-based practice (MBP) is one that focuses on the delivery of a model, e.g. Cooperative Learning, Sport Education, Teaching Personal and Social Responsibility, Teaching Games for Understanding. Indeed, while an abundance of research studies have examined the delivery of a single model and some have explored hybrid models, few have sought to meaningfully and purposefully connect different models in a school's curriculum (see Kirk, D. 2013 Aim: To provide a first empirical insight into using a MBP approach involving several models to teach physical education. At its heart, this paper presents the reader with the realistic and nuanced challenges that arise in striving towards, engaging with, planning for, and enacting a broader, multimodel notion of MBP. Method: While the study itself was broader, we focus primarily on three units (one using Cooperative Learning, one using a Tactical Games/ Cooperative Learning hybrid and a third using Sport Education) taught to boys in two different age groups (i.e. 11-12 and 14-15). Two analytical questions inform and guide our enquiry: (1) What do we learn about MBP implementation through this project that would help other physical education practitioners implement a multimodel MBP approach? and (2) What are the key enablers and constraints of early MBP implementation? Data sources included (a) 21 semi-structured interviews with student groups, (b) teacher post-lesson and post-unit reflective analyses, (c) daily teacher reflective diaries, and (d) teacher unit diaries. Data were analysed comparatively considering the two analytical questions. Results: The data analysis conveys strong themes around the areas of teacher and student prior learning, working toward facilitating a change in practice, sufficient time to consider changes in practice, and changing

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Influence of occupational socialization on beginning teachers’ interpretation and delivery of sport education

Cited by 241 publications

References 15 publications

Models-based practice: great white hope or white elephant?

Models-based practice: great white hope or white elephant?

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

Adopting a models-based approach to teaching physical education

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