Case Study, Poetic Transcription and Learning to Teach Indigenous Movement in Physical Education

Autor/in	Legge, Maureen
Titel	Case Study, Poetic Transcription and Learning to Teach Indigenous Movement in Physical Education
Quelle	In: Asia-Pacific Journal of Health, Sport and Physical Education, 6 (2015) 2, S.143-159 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-7122
DOI	10.1080/18377122.2015.1051266
Schlagwörter	Physical Education; Teacher Education; Student Teachers; Indigenous Knowledge; Pacific Islanders; Secondary Education; Secondary School Teachers; Cultural Awareness; Cultural Differences; Interviews; Participant Observation; Student Attitudes; Foreign Countries; Poetry; Teaching Methods; Case Studies; Ethnography; Practicums; Culturally Relevant Education; New Zealand + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Lehrerausbildung; Lehrerbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Sekundarbereich; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Interviewing; Interviewtechnik; Teilnehmende Beobachtung; Schülerverhalten; Ausland; Lyrik; Poesie; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Ethnografie; Practicum; Praktikum; Praktika; Neuseeland
Abstract	This article describes a case study designed to investigate some of the consequences of physical education teacher education (PETE) coursework to discern how students reinterpreted those experiences into their professional practice. In particular the article examines PETE student learning when teaching "Maori" content, "te reo kori"--the language of "Maori" movement, in the context of Aotearoa New Zealand secondary physical education. "Te reo kori" required the PETE students to teach less familiar "Maori" movement subject matter and cultural knowledge, while stepping in and out of their dual role of student, and teacher. Interviews, participant observation and field notes were the sources of data. Special attention is given to the use of poetic transcription to place key PETE participants' experience in a social and historical context; to give voice to their emotions, vulnerabilities, and actions; and to reveal something of their perceptions and practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01