The Problematic Nature of a Career in a Marginal Subject: some implications for teacher education programmes

Sparkes, Andrew C.; Templin, Thomas J.; Schempp, Paul G.

doi:10.1080/0260747900160101

Cited by 78 publications

(48 citation statements)

References 20 publications

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“…Building on this, the present study wished to explore whether teachers are aware of these potential biases towards some students. Much of the research described above has been undertaken in classroom contexts, with PE receiving less attention partly due to the marginality of PE in the national curriculum (Sparkes, Templin, & Schempp, 1990). However, this peripheral position of PE also means that PE teachers work in a very different occupational environment compared to teachers in "core" subjects.…”

Section: The Social Context Asmentioning

confidence: 99%

The social context as a determinant of teacher motivational strategies in physical education

Taylor

Ntoumanis

Smith

2009

Psychology of Sport and Exercise

110

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The purpose of the study was to provide an in-depth analysis of how Physical Education (PE) teachers perceive the social context to influence the motivational strategies that they use towards students. Semi-structured interviews of 22 PE teachers were examined using categorical content analysis. The teachers perceived that an emphasis on student assessment and the time constraints associated with PE lessons influenced their motivational strategies towards students; however, these strategies often conflicted with the teachers' beliefs about the most appropriate motivational strategies. The teachers' own performance evaluations and pressure to conform to other teachers' methods also influenced the teachers' motivational strategies, but these influences were often congruent with their teaching beliefs. Additionally, the teachers discussed how perceived cultural norms associated with the teacher-student relationship impacted upon their chosen motivational strategies. These cultural norms were reported by different teachers as either in line, or in conflict with their teaching beliefs.Finally, the influence of the teachers' perceptions of their students helped produce strategies that were congruent with their beliefs, but often different to empirically suggested strategies.Consequently, it is important that teacher beliefs are targeted in education programs and that the teaching context aid in facilitating adaptive motivational strategies.

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Section: The Social Context Asmentioning

confidence: 99%

The social context as a determinant of teacher motivational strategies in physical education

Taylor

Ntoumanis

Smith

2009

Psychology of Sport and Exercise

110

View full text Add to dashboard Cite

show abstract

“…The marginalized status of physical education is not a new phenomenon (O'Sullivan, 1989;Sparkes, Templin, & Schempp, 1990;Stroot et al, 1994). If physical education had been viewed with a higher status, more professional development might have been offered and these experiences could have created more opportunities for more teachers to explore new ideas in programming.…”

Section: Inhibitors To Changementioning

confidence: 99%

Enhancers and Inhibitors of Teacher Change among Secondary Physical Educators

Bechtel

O’Sullivan

2007

Journal of Teaching in Physical Education

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The purpose of this study was to explore enhancers and inhibitors that impacted 4 secondary physical education teachers to make changes in their programs. An interpretivist approach was used to understand the physical educators' change process. Data were collected from document analyses, participant information sheets, interviews, discussion groups, and observing classes. Data were analyzed as 4 case studies using inductive analysis that examined emergent themes for each participant. A cross-case analysis highlighted the common enhancers and inhibitors for the teachers' change process. The enhancers to change were the teachers' visions and beliefs of physical education and support from principals, colleagues, and students. The inhibitors to change were district practices and policies and educational priorities. Gaining a better understanding of the teacher change process will help to design more effective professional development programs for secondary physical education teachers.

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“…The findings of this work (e.g., Hodkinson & Hodkinson, 1997;Sparkes, 1988Sparkes, , 1990Sparkes & Mackay, 1996;Sparkes, Templin, & Schempp, 1990, among others) have undoubtedly served to reinforce Blase's (1989) contention that the micropolitical perspective is capable of providing "a valuable and potent approach to understanding the woof and warp of the fabric of day-to-day life in schools" (p. 1). Instead of simplistically presenting schools as only comprising a set of cohesive and coherent social networks, the perspective has provided provocative insights into schools' contested nature.…”

Section: What Is Micropolitics?mentioning

confidence: 82%

Power, Conflict, and Cooperation: Toward a Micropolitics of Coaching

Potrac

Jones

2009

Quest

111

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According to Jones, Wells, Peters, and Johnson (1993), being political is a necessary part of a coach's repertoire, because a coach's effectiveness and longevity may depend not only on a favorable win-loss record but also on an individual's ability to gain the approval of contextual power brokers (e.g., athletes, other coaches, or owners). Although only limited research has been done examining power and interpersonal relationships in coaching, there remains a paucity of work investigating the micropolitics inherent in such relationships. The aim of this article is to make the case for how the adoption of a micropolitical perspective could serve to further our understanding of the power-ridden, contested nature of sports coaching. After an introductory examination of the concept of micropolitics in the educational literature, a discussion of how such practice is beginning to emerge in recent ethnographic coaching research is presented. The literature addressing the micropolitical nature of teachers' interactions and relationships with other pedagogical stakeholders is then explored in terms of providing future avenues of critical investigation into the social complexity of coaching. Finally, a concluding section summarizes the main points and highlights their implications for future work.

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The Problematic Nature of a Career in a Marginal Subject: some implications for teacher education programmes

Cited by 78 publications

References 20 publications

The social context as a determinant of teacher motivational strategies in physical education

The social context as a determinant of teacher motivational strategies in physical education

Enhancers and Inhibitors of Teacher Change among Secondary Physical Educators

Power, Conflict, and Cooperation: Toward a Micropolitics of Coaching

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