"My mindset has completely shifted from asking what to asking why and how". Influence of two effective and expert teachers' value orientations on their curricula and pedagogies.

Autor/inn/en	May, Leah K.; Curtner-Smith, Matthew D.
Titel	"My mindset has completely shifted from asking what to asking why and how". Influence of two effective and expert teachers' value orientations on their curricula and pedagogies. Gefälligkeitsübersetzung: "Meine Denkweise hat sich komplett von der Frage nach dem Was zur Frage nach dem Warum und Wie verändert". Einfluss der Wertorientierungen zweier effektiver und erfahrener Lehrer auf ihre Lehrpläne und Pädagogik.
Quelle	In: European physical education review, 27 (2021) 3, S. 543-558Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X20971335
Schlagwörter	Pädagogik; Empirische Untersuchung; Verhalten; Schule; Lehrer; Lehrerverhalten; Curriculum; Lehrplan; Wertorientierung; Sportpädagogik; Sportunterricht
Abstract	The purpose of this study was to determine the influence of two effective and expert physical education (PE) teachers' value orientations on the curricula they delivered and the pedagogies they employed. The specific research questions we attempted to answer were: (a) What were the teachers' current value orientations? (b) How had these value orientations influenced their curricula and pedagogies? and (c) How had the teachers' value orientations, curricula, and pedagogies evolved during the course of their careers? Data were collected from PE teachers Hudson and Garrett with the short form of the value orientation inventory and six interpretive techniques (i.e. formal, informal, and stimulated recall interviews; non-participant observations; document analysis; and reflective journaling). Value orientation profiles were graphed. Qualitative data were analyzed by employing analytic induction and constant comparison. Key findings were that the two PE teachers prioritized the disciplinary mastery and social responsibility orientations and they employed curricular models and pedagogies that were congruent with these perspectives. Data also indicated that the self-actualization perspective had a minor influence on Hudson and the learning process orientation had a similar influence on Garrett. Both PE teachers began teaching with a primary focus on disciplinary mastery and expanded their views to include social responsibility later in their careers. The study highlights the importance of exposing preservice and in-service teachers to different value orientations, curricular models, and pedagogies and requiring them to consider the congruence between their goals and objectives and the models and methods they employ. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2022/3