Theoretical insights applied to learning to teach primary school physical education

Annette Freak; Judith A Miller; John E Haynes

Theoretical insights applied to learning to teach primary school physical education

Annette Freak
, Judith A Miller
, John E Haynes

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

This paper presents a précis of the theoretical perspective to an investigation of preservice teacher preparedness across a pathway of learning within an initial teacher education program. The pathway is a suite of curriculum units that enable interested Education students at The University of New England to specialise in the teaching of primary school Physical Education (PE). In New South Wales, PE is a marginalised subject in the primary school curriculum situated within the Key Learning Area known as Personal Development, Health and Physical Education. The specialisation pathway at UNE ensures that PE is not further marginalised within the curriculum of teacher education. In an attempt to investigate the efficacy of this pathway, the descriptive and explanatory potential of Transformative Learning Theory (TLT) has been explored. Application of TLT to the research program has been detailed with implications for the major study outlined.

Original language	English
Title of host publication	Bridging the Gap between Ideas and Doing Research: Proceedings of the 3rd Annual Postgraduate Research Conference
Editors	Terrence Hays, Rafat Hussain
Place of Publication	Armidale, Australia
Publisher	University of New England
Pages	63-68
ISBN (Print)	1921208244
Publication status	Published - 2009
Event	Bridging the Gap between Ideas and Doing Research 2008: 3rd Annual Faculty of The Professions Postgraduate Research Conference - Armidale, Australia Duration: 15 Jul 2008 → 18 Jul 2008

Conference

Conference	Bridging the Gap between Ideas and Doing Research 2008: 3rd Annual Faculty of The Professions Postgraduate Research Conference
City	Armidale, Australia
Period	15/07/08 → 18/07/08

Keywords

Physical Education and Development Curriculum and Pedagogy

Access to Document

https://hdl.handle.net/1959.11/5197

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Cite this

@inproceedings{73c02cb7d72646079e1b417de04f6df5,

title = "Theoretical insights applied to learning to teach primary school physical education",

abstract = "This paper presents a pr{\'e}cis of the theoretical perspective to an investigation of preservice teacher preparedness across a pathway of learning within an initial teacher education program. The pathway is a suite of curriculum units that enable interested Education students at The University of New England to specialise in the teaching of primary school Physical Education (PE). In New South Wales, PE is a marginalised subject in the primary school curriculum situated within the Key Learning Area known as Personal Development, Health and Physical Education. The specialisation pathway at UNE ensures that PE is not further marginalised within the curriculum of teacher education. In an attempt to investigate the efficacy of this pathway, the descriptive and explanatory potential of Transformative Learning Theory (TLT) has been explored. Application of TLT to the research program has been detailed with implications for the major study outlined.",

keywords = "Physical Education and Development Curriculum and Pedagogy",

author = "Annette Freak and Miller, \{Judith A\} and Haynes, \{John E\}",

year = "2009",

language = "English",

isbn = "1921208244",

pages = "63--68",

editor = "Terrence Hays and Rafat Hussain",

booktitle = "Bridging the Gap between Ideas and Doing Research: Proceedings of the 3rd Annual Postgraduate Research Conference",

publisher = "University of New England",

note = "Bridging the Gap between Ideas and Doing Research 2008: 3rd Annual Faculty of The Professions Postgraduate Research Conference ; Conference date: 15-07-2008 Through 18-07-2008",

}

Freak, A, Miller, JA & Haynes, JE 2009, Theoretical insights applied to learning to teach primary school physical education. in T Hays & R Hussain (eds), Bridging the Gap between Ideas and Doing Research: Proceedings of the 3rd Annual Postgraduate Research Conference. University of New England, Armidale, Australia, pp. 63-68, Bridging the Gap between Ideas and Doing Research 2008: 3rd Annual Faculty of The Professions Postgraduate Research Conference, Armidale, Australia, 15/07/08. <https://hdl.handle.net/1959.11/5197>

Theoretical insights applied to learning to teach primary school physical education. / Freak, Annette; Miller, Judith A; Haynes, John E.
Bridging the Gap between Ideas and Doing Research: Proceedings of the 3rd Annual Postgraduate Research Conference. ed. / Terrence Hays; Rafat Hussain. Armidale, Australia: University of New England, 2009. p. 63-68.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AU - Miller, Judith A

AU - Haynes, John E

PY - 2009

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N2 - This paper presents a précis of the theoretical perspective to an investigation of preservice teacher preparedness across a pathway of learning within an initial teacher education program. The pathway is a suite of curriculum units that enable interested Education students at The University of New England to specialise in the teaching of primary school Physical Education (PE). In New South Wales, PE is a marginalised subject in the primary school curriculum situated within the Key Learning Area known as Personal Development, Health and Physical Education. The specialisation pathway at UNE ensures that PE is not further marginalised within the curriculum of teacher education. In an attempt to investigate the efficacy of this pathway, the descriptive and explanatory potential of Transformative Learning Theory (TLT) has been explored. Application of TLT to the research program has been detailed with implications for the major study outlined.

AB - This paper presents a précis of the theoretical perspective to an investigation of preservice teacher preparedness across a pathway of learning within an initial teacher education program. The pathway is a suite of curriculum units that enable interested Education students at The University of New England to specialise in the teaching of primary school Physical Education (PE). In New South Wales, PE is a marginalised subject in the primary school curriculum situated within the Key Learning Area known as Personal Development, Health and Physical Education. The specialisation pathway at UNE ensures that PE is not further marginalised within the curriculum of teacher education. In an attempt to investigate the efficacy of this pathway, the descriptive and explanatory potential of Transformative Learning Theory (TLT) has been explored. Application of TLT to the research program has been detailed with implications for the major study outlined.

KW - Physical Education and Development Curriculum and Pedagogy

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M3 - Conference contribution

SN - 1921208244

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BT - Bridging the Gap between Ideas and Doing Research: Proceedings of the 3rd Annual Postgraduate Research Conference

A2 - Hays, Terrence

A2 - Hussain, Rafat

PB - University of New England

CY - Armidale, Australia

T2 - Bridging the Gap between Ideas and Doing Research 2008: 3rd Annual Faculty of The Professions Postgraduate Research Conference

Y2 - 15 July 2008 through 18 July 2008

ER -

Theoretical insights applied to learning to teach primary school physical education

Abstract

Conference

Keywords

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Cite this