Encounters in a Marginalised Subject: The Experiential Challenges Faced by Tasmanian Health and Physical Education Teachers

Autor/inn/en	Cruickshank, Vaughan; Hyndman, Brendon; Patterson, Kira; Kebble, Paul
Titel	Encounters in a Marginalised Subject: The Experiential Challenges Faced by Tasmanian Health and Physical Education Teachers
Quelle	In: Australian Journal of Education, 65 (2021) 1, S.24-40 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cruickshank, Vaughan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944120934964
Schlagwörter	Foreign Countries; Physical Education Teachers; Barriers; Teaching Experience; Student Characteristics; Age Differences; Instructional Program Divisions; Learner Engagement; Special Needs Students; Teaching Conditions; Health Education; Educational History; Physical Health; Mental Health; Well Being; Teacher Attitudes; Educational Resources; Elementary School Teachers; Secondary School Teachers; Curriculum; Time; Planning; Student Evaluation; Australia + Suchen Sie Ihr Suchwort? Ausland; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Age; Difference; Age difference; Altersunterschied; Sonderpädagogischer Förderbedarf; Lehrbedingungen; Unterrichtsbedingungen; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; History of education; Bildungsgeschichte; Gesundheitszustand; Psychohygiene; Well-being; Wellness; Wohlbefinden; Lehrerverhalten; Bildungsmittel; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Curricula; Lehrplan; Rahmenplan; Zeit; Ablaufplanung; Planungsprozess; Schulnote; Studentische Bewertung; Australien
Abstract	Subjects such as Health and Physical Education (HPE) can be marginalised in schools because they are construed as less academically rigorous and less important to the primary mission of education. Teachers of all subjects face challenges, yet, teaching a marginalised subject can result in additional challenges for HPE teachers. Previous research has noted these challenges; however, less is known about how these challenges vary according to student age and teacher experience. This study used quantitative survey methods to ascertain which challenges are the most difficult for Australian HPE teachers, and whether this difficulty varies according to their teaching experience and the ages of their students. Findings indicated that the year level of students taught by HPE teachers was significantly associated with student engagement and isolation within their schools. Years of teaching experience was significantly associated with challenges in teaching students with special needs, with more experienced teachers rating this area as less of a challenge than less experienced teachers. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01