Highly value all the aspects of reflective teaching. Teachers are partially informed about action research and its application, whereas they Service (0-10 11-20 over 20 years of work experience). Independent variables of the type of school (primary and secondary) and years of The survey was conducted on a sample of 405 respondents in relation to
(FVAI) scales, designed for the purpose of this research, which examined the teachers'Īttitudes about physical education in the context of reflexive practice and action Paper used a descriptive method and scaling technique, as well as a Likert type scale Physical education teachers are reflective practitioners and action researchers. Research is to determine the way in which they approach this issue, i.e.
This process of reflective thinking represents a particularĬhallenge and responsibility for physical education teachers. However, itĬertainly does not mean that physical education teachers should not reflect on their Physical education classes are peculiar in their character in comparison toĬlasses of other school subjects since they are not taught in a classroom. From the results, it was found that AR, although initially a difficult undertaking, is an appropriate framework for enhancing PE teachers’ capacity to design non-hierarchical lesson activities that are dedicated to students’ understanding and development, as the ones suggested by the TGfU approach.
An inductive analysis and a constant comparative method (Denzin & Lincoln 1994) were used for data analysis and three major themes emerged: teaching PE with TGfU, student learning within TGfU, and teacher’s acting and researching on TGfU. Data was generated through the use reflective journals, survey questions, document analyses and non-participant observations.
Penney class actio professional#
During a period of two months, the two teachers used an AR cyclical process of planning, applying, observing and reflecting on the TGfU approach, with the purpose of bringing change in their professional practice and in their students’ learning. Two in-service PE teachers, each being responsible for a different class of Grade three and four students, from a primary school in Athens, Greece, participated in the study. The aim of the present article is to report on a study undertaken to inquire two physical education (PE) teachers’ effort to learn and implement the student-centered pedagogy of the Teaching Games for Understanding (TGfU) approach, by using the Action Research (AR) framework as a research methodology.
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