Overcoming Acculturation: Physical Education Recruits' Experiences of an Alternative Pedagogical Approach to Games Teaching

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Autor/inn/en	Moy, Brendan; Renshaw, Ian; Davids, Keith; Brymer, Eric
Titel	Overcoming Acculturation: Physical Education Recruits' Experiences of an Alternative Pedagogical Approach to Games Teaching
Quelle	In: Physical Education and Sport Pedagogy, 21 (2016) 4, S.386-406 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2015.1017455
Schlagwörter	Acculturation; Physical Education; Teacher Attitudes; Teaching Methods; Beliefs; Games; Teacher Education Programs; Physical Education Teachers; Observation; Preservice Teachers; Nontraditional Education; Team Sports; Resistance to Change; Experience; Semi Structured Interviews; Reflection; Grounded Theory; Athletics; Higher Education; Foreign Countries; College Students; Questionnaires; Likert Scales; Case Studies; Psychomotor Skills; Skill Development; Conventional Instruction; Cognitive Development; Qualitative Research; Australia + Suchen Sie Ihr Suchwort? Akkulturation; Körpererziehung; Sportunterricht; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Belief; Glaube; Game; Spiel; Spiele; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Beobachtung; Non-traditional education; Alternative Erziehung; Mannschaftssport; Erfahrung; Leichtathletik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Collegestudent; Fragebogen; Likert-Skala; Case study; Fallstudie; Case Study; Psychomotorische Aktivität; Kompetenzentwicklung; Qualifikationsentwicklung; Kognitive Entwicklung; Qualitative Forschung; Australien
Abstract	Background: Physical education teacher education (PETE) programmes have been identified as a critical platform to encourage the exploration of alternative teaching approaches by pre-service teachers. However, the socio-cultural constraint of acculturation or past physical education and sporting experiences results in the maintenance of the status quo of a teacher-driven, reproductive paradigm. Previous studies have reported successfully overcoming the powerful influence of acculturation, resulting in a change in PETE students' custodial teaching beliefs and receptiveness to alternative teaching approaches. However, to date, limited information has been reported about how PETE students' acculturation shaped their receptiveness to an alternative teaching approach. This is particularly the case for PETE recruits identified in the literature as most resistant to change. Participants and setting: A purposive sample of 10 Australian PETE students was recruited for the study. All participants initially had strong, custodial, traditional physical education teaching beliefs, and were successful sporting products of this teaching approach. After experiencing the CLA as learners during a games unit, participants demonstrated receptiveness to the alternative pedagogy. Data collection and analysis: Semi-structured interviews and written reflections were sources of data collection. Each participant was interviewed separately, once prior to participation in the games unit to explore their positive physical education experiences, and then again after participation to explore the specific games unit learning experiences that influenced their receptiveness to the alternative pedagogy. Participants completed written reflections about their personal experiences after selected practical sessions. Data were qualitatively analysed using grounded theory. Findings: Thorough examination of the data resulted in establishment of two prominent themes related to the appeal of the CLA for the participants: (i) psychomotor (effective in developing skill) and (ii) inclusivity (included students of varying skill level). The efficacy of the CLA in skill development was clearly an important mediator of receptiveness for highly successful products of a traditional culture. This significant finding could be explained by three key factors: the acculturation of the participants, the motor learning theory underpinning the alternative pedagogy and the unit learning design and delivery. The inclusive nature of the CLA provided a solution to the problem of exclusion, which also made the approach attractive to participants. Conclusions: PETE educators could consider these findings when introducing an alternative pedagogy aimed at challenging PETE recruits' custodial, traditional teaching beliefs. To mediate receptiveness, it is important that the learning theory underpinning the alternative approach is operationalised in a research-informed pedagogical learning design that facilitates students' perceptions of the effectiveness of the approach through experiencing and or observing it working. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01