Learning Informally to Use the "Full Version" of Teaching Games for Understanding

Autor/in	O'Leary, Nick
Titel	Learning Informally to Use the "Full Version" of Teaching Games for Understanding
Quelle	In: European Physical Education Review, 22 (2016) 1, S.3-22 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X15586177
Schlagwörter	Foreign Countries; Teaching Methods; Educational Games; Physical Education; Secondary Education; Student Centered Learning; Comprehension; Socialization; Communities of Practice; Benchmarking; Racquet Sports; Males; Elementary Education; Case Studies; Semi Structured Interviews; Observation; Documentation; Qualitative Research; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Educational game; Lernspiel; Körpererziehung; Sportunterricht; Sekundarbereich; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Verstehen; Verständnis; Socialisation; Sozialisation; Community; Male; Männliches Geschlecht; Elementarunterricht; Case study; Fallstudie; Case Study; Beobachtung; Dokumentation; Qualitative Forschung
Abstract	This paper examines an experienced teacher's employment of the teaching games for understanding (TGfU) model in a UK secondary school. The study sought to investigate how the teacher delivered TGfU and those factors that influenced his informal learning of this instructional model. Occupational socialisation was utilised to determine the factors that influenced his use of TGfU. Qualitative data were collected from interviews, lesson observations and documentary evidence. Inductive data analysis indicated the teacher delivered the "full version" of the model largely congruent with the creators' intentions. The traditional approach to games teaching seen in his childhood and partially learned in higher education were "washed out" by the influence of teaching colleagues and the development of a student-centred approach to teaching games. This study indicates it is possible to overcome traditional approaches to games teaching and informally learn to use TGfU successfully given conducive circumstances and sufficient time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01