The purpose of this study was to explore the use of action research as a frameworkto investigate ... more The purpose of this study was to explore the use of action research as a frameworkto investigate cooperative learning and tactical games as instructional models inphysical education (PE). The teacher/researcher taught a tennis unit using a combi-nation of Cooperative Learning and Teaching Games for Understanding to threeclasses of boys aged 11–12.Data collection included:teacher and pupil evaluations ofskill, pupil reflections on the lessons, pupil interviews, teacher field journal and thedocumentation and course materials from the unit of work. Data analysis wasconducted using inductive analysis and constant comparison (Denzin and Lincoln,1994;Lincoln and Guba,1985).The results of this research reinforce the concept thatthe implementation of any new pedagogical approach is time-consuming and highlylabour intensive (Fullan, 1999). The conceptual shift the teacher/researcher made torelinquish control to students was one of the most difficult, but important, outcomesof this action resear...
We address the persistence of Hölder continuity for weak solutions of the linear drift-diffusion ... more We address the persistence of Hölder continuity for weak solutions of the linear drift-diffusion equation with nonlocal pressure ut + b • ∇u − △u = ∇p, ∇ • u = 0 on [0, ∞) × R n , with n ≥ 2. The drift velocity b is assumed to be at the critical regularity level, with respect to the natural scaling of the equations. The proof draws on Campanato's characterization of Hölder spaces, and uses a maximum-principle-type argument by which we control the growth in time of certain local averages of u. We provide an estimate that does not depend on any local smallness condition on the vector field b, but only on scale invariant quantities.
Background: Advocacy through the work of many scholars in physical education and sport pedagogy h... more Background: Advocacy through the work of many scholars in physical education and sport pedagogy highlights a significant direction towards which physical education is moving in light of calls for change. Importantly, and despite the 'newness' of the terms, 'pedagogical models' and 'Models-based Practice' (MbP) are beginning to shape the vocabulary of physical education and sport pedagogy. To ask what happens if we take some of the 'good stuff' associated with models and apply it in a different way while also taking some of the critical points raised towards models into consideration. Put simply, we (as scholars with different views on MbP) want to step off the beaten track to take a road less travelled and engage in a respectful, agonistic debate about the 'M' and the 'P' in MbP. Key arguments: From a practical perspective, the diversity of the language used in describing models and practices in physical education indicates both a growing excellence and tradition in the field and a degree of confusion. A number of phrases are currently used to identify the same concept with individuals unaware of alternative language use. At the heart of this paper lies the manner in which one interprets the use of the terms 'model', 'practice' and 'practise'. Discussion: Given the 'hope' inherent in pedagogical model development and implementation, we acknowledge that many of the negative or unintended consequences often arise as a result of the 'happening' both in research and in practice. However, by thinking in terms of what it is in students' actions that teachers and researchers should pay attention to in order for them to see what students learn, and in what direction this learning is developing, we are better able to see the outcomes of using MbP. In this way, the hope embedded in the chosen model, and the happenings teachers or researchers aspire to see, could be better aligned. Modelling and practicing through the focus on adaption and negotiation in various complex contexts has the potential to expand the field more than blueprints that potentially narrow the field. Conclusions: By recognising the dangers inherent in an essentialist notion of models (i.e. by nouning or proper nouning them), and by remembering the roles set aside for teachers in the development of pedagogical models, it is important that the practising of MbP ARTICLE HISTORY
Curriculum Studies in Health and Physical Education, 2018
Despite an extensive debate and an openness of teachers to a strength-based approach to health an... more Despite an extensive debate and an openness of teachers to a strength-based approach to health and physical education, it is not always clear what a salutogenic strengths-based approach might look like in practice, at least not in the day-today work in schools. The purpose of this article is to present a salutogenic strengths-based school initiative in Sweden and to identify health discourses in the school's practice. An insider perspective is used to explore health in the school through Brookfield's four lenses for exploring one's own teaching practice. Two health discourses are identified: (1) an individual health discourse rooted in the fostering of personal development, and (2) a value-based health discourse build up around social relations and the fostering of democratic values. The individual health discourse can be understood as based in a pathogenic norm, and in the investigated school practice the individual health discourse dominated the school health initiative despite the salutogenic intentions.
Background: An extensive and international evidence base positions professional learning 28 commu... more Background: An extensive and international evidence base positions professional learning 28 communities (PLCs) as an effective continued professional development (CPD) mechanism 29 that can impact on teachers' practices and, in turn, students' learning. The landscape of 30 teacher PLCs is continuously developing; notably through teachers' uses of social media. 31 Yet, there is limited robust evidence identifying the characteristics of social media PLCs that 32 impact on teachers' learning and practice. 33 34 Purpose: This exploratory study examined the characteristics of a specific Twitter-based 35 professional learning community-#pechat. The research questions were: (i) what is the 36 nature of a Twitter-based professional learning community? and (ii) what characteristics of a 37 Twitter-based professional learning community develop learning and practice? 38 39 Methods: Data were generated from 901 tweets between 100 participants; and 18 in-depth 40 semi-structured elicitation interviews with participants and moderators of the Twitter-based 41 professional learning community. Data were analysed through a process of deliberation, and 42 a relativist approach informed quality. 43 44 Findings: Two themes are reported to explain the nature of the Twitter-based professional 45 learning community and the different types of characteristics of #pechat that developed 46 learning and practice. The first theme engagement shows how different participants of 47 #pechat engaged with discussions and how moderators played a key role in facilitating 48 discussions between participants. The second theme shared practices shows how discussions 49 between participants of #pechat led to the development of new practices that some teachers 50 were able to use to accomplish particular objectives in their physical education lessons. 51 52 Conclusion: The analysis of the data provided evidence to suggest that #pechat is a PLC and 53 is representative of an established group of practitioners. These characteristics should be 54 considered in the design of future online professional development experiences. Facilitator or 55 moderator training could support the development of social media based PLCs that 56 subsequently and positively impact on teachers' practices.
Background: The popularised notion of models-based practice (MBP) is one that focuses on the deli... more Background: The popularised notion of models-based practice (MBP) is one that focuses on the delivery of a model, e.g. Cooperative Learning, Sport Education, Teaching Personal and Social Responsibility, Teaching Games for Understanding. Indeed, while an abundance of research studies have examined the delivery of a single model and some have explored hybrid models, few have sought to meaningfully and purposefully connect different models in a school's curriculum (see Kirk,
Dominant discourses in physical education research center on subject wide crisis. This is despite... more Dominant discourses in physical education research center on subject wide crisis. This is despite repeated calls to address enduring concerns about how physical education is taught. In short, the subject seems caught in Groundhog Day (defined by Oxford Dictionaries (n.d.) as "a situation in which a series of unwelcome or tedious events appear to be recurring in exactly the same way"). This paper scrutinizes this position through Foucault's lens of governmentality, which focuses particularly on power/knowledge relations and their relationship to subjectivity. Through this lens research functions as a shaper of contemporary understanding, and becomes a means for intervention by 'experts'. The paper is structured as a conversation between authors about dominant discourses in physical education research and issues of governmentality. It argues that research approaches such as action research are framed within other power/knowledge relations and may provide a way to wake up on a new day.
This paper seeks to address two key questions: 1) how could a pedagogically-driven approach to th... more This paper seeks to address two key questions: 1) how could a pedagogically-driven approach to the use of DigiTech in HPE benefit young people's learning; and 2) what steps are required to develop new DigiTech pedagogies? The paper is a response to the largely pessimistic views presented in this journal by Gard, Lupton and Williamson about the role of technology in Health and physical Education (HPE). In this paper, we argue that while we need to be aware of the risks, we also need to explore the opportunities for digital technologies (DigiTech) to shape HPE in new and positive ways. Specifically, we argue that a focus on pedagogy is largely missing from earlier discussions. In mapping the evidence base on DigiTech against a three dimensional categorization of pedagogy -in the form of learners and learning, teachers and teaching, and knowledge and context (Armour, 2011) -we are able to demonstrate the value of a pedagogically-informed debate on this topic. The paper concludes by arguing for a 'profession-wide' debate to co-construct, trial and evaluate new ways in which we should -and should not -use DigiTech to optimise young people's learning in HPE.
Whilst e-support has been positioned as a means to overcome some of the time and financial constr... more Whilst e-support has been positioned as a means to overcome some of the time and financial constraints to professional learning, it has largely failed to act as medium for professional learning in physical education. Consequently, this paper positions teachers prior interest with social media acts as a type of 'leverage' for using sites such as Facebook and Twitter for professional learning purposes. Therefore, the purpose of this paper is to explore how social media operates as a communicative space, external to the physical site of an emerging community of practice (CoP) that supported teachers' professional learning and their subsequent longer term changing practice. This study is nested within a wider longitudinal project that explores how teachers learnt and refined their use of a pedagogical innovation (Cooperative Learning) through the overarching methodology, participatory action research. Social media emerged as a form of communication that was not in the study's original design. The paper explores 2125 interactions, through Facebook and Twitter, between five physical education teachers and a facilitator over a two year period. Through social media the facilitator re-enforced teachers changing practice, aided the development of the practices of an emerging CoP, and by the CoP situating their use of the innovation in the virtual world, teachers were supported in changing their practice over time and the use of the pedagogical innovation was sustained. Interactions promoted teacher inquiry, challenged teachers to further develop their existing use of the innovation, and encouraged them to work together and develop shared practices. Therefore, social media is presented here as a 'new' method for professional learning that supports pedagogical change and overcomes some of the financial and time implications of facilitators and teachers working together.
Background: Physical education has long been caught in a time of 'innovation without change'. Yet... more Background: Physical education has long been caught in a time of 'innovation without change'. Yet, despite a wealth of pedagogical innovations and policies, which encourage a reconsideration of the 'traditional pedagogy', teachers rarely move beyond the honeymoon period of implementation. Purpose: The purpose of this paper is to explore how communities of practice emerge, develop and support innovation that results in pedagogical change. Participants and Setting: Six secondary school teachers from a comprehensive secondary school in the UK used the Cooperative Learning model, which was identified as the pedagogical innovation, to teach physical education for a minimum of four units of activity (6-8 lessons each). Teachers were supported by a researcher who acted as a boundary spanner. Research Design: To support their understanding and use of Cooperative Learning the teachers' engaged with action research through a) the analysis of their observations and reflections, b) dialogue with the boundary spanner and colleagues, and c) negotiation with their students. Multiple sources of data informed the study including: teacher reflections, a field journal, a Verification Tool, interviews, teacher observations, professional learning meetings, and discussions on social media. Data Analysis: Data were analysed through constant comparison, inductive analysis and peer examination. The boundary spanner was a catalyst for the adoption and sustained use of pedagogical innovation, facilitating teachers' use of action research, driving social energy, and the subsequent emergence of a community of practice. If physical education is to move beyond the traditional pedagogies, then communities of practice are a professional learning strategy that can support pedagogical innovation with change, especially when boundary spanners help to get them started.
Asia-Pacific Journal of Health, Sport and Physical Education, 2013
ABSTRACT Practitioner inquiry has been offered as a meaningful and sustainable form of profession... more ABSTRACT Practitioner inquiry has been offered as a meaningful and sustainable form of professional learning for a number of decades. However, in the context of physical education it has been recently argued that this is still underdeveloped and is far from being embedded into physical education teachers' practice. Time within the busyness of schools for any form of professional learning has been cited as an inhibiting factor. However, the purpose of this paper is to explore how four physical education teachers in the United Kingdom engaged with reflection and dialogue as part of their daily practice. Technology, in the form of a voice recorder and focussed questions for reflection, facilitated teachers' engagement and constructive reflection. Furthermore, teachers made time within the busy school day to informally discuss their pedagogical decisions with colleagues and formally listen to their students' perceptions of their practice. Consequently, the quality of teaching in a physical education department was enhanced and practitioner inquiry supported effective, enjoyable and relevant professional learning.
Este estudo concentra-se no uso de mídias sociais por professores de Educação Física (EF) para o ... more Este estudo concentra-se no uso de mídias sociais por professores de Educação Física (EF) para o ensino de atividade física para saúde durante a pandemia de covid–19. Com base na pesquisa apreciativa e utilizando uma metodologia de teoria fundamentada em dados (Grounded Theory), a análise de duas entrevistas e uma tarefa digital permitem apresentar três principais temas: (1) Mídias Sociais como Ferramenta de Ensino; (2) Um Legado Digital Duradouro?, e; (3) Desigualdade do Aprendizado Remoto. Esses temas destacam a urgência em utilizar mídias sociais quando os espaços físicos da EF foram removidos, o reconhecimento de que o ensino poderia ser diferente no futuro e os desafios inerentes aos espaços digitais. Em conclusão: (1) defendemos a efetiva formação inicial e continuada de professores e no uso positivo de tecnologias digitais; (2) sugerimos que atividades on-line futuras incorporadas ao aprendizado, e; (3) exigir aos governos ações para nivelar as desigualdades tecnológicas.
This paper explores the tensions that surfaced as a teacher of physical education shifted his 'st... more This paper explores the tensions that surfaced as a teacher of physical education shifted his 'stories to live by around physical education. The tensions became explicit when his shifting 'stories to live by' bumped against dominant narratives of physical education that shaped his professional knowledge landscape. Our inquiry is framed by Dewey's pragmatic ontology (1938) and narrative conception of experience as the living and telling, re-telling and re-living, of stories of experience. We also draw on Connelly and Clandinin's (1999) narrative conception of identity as 'stories to live by' which is an embodied, fluid and context-dependent view of identity as situated at the interface between personal practical knowledge and professional knowledge landscapes.
The purpose of this study was to explore the use of action research as a frameworkto investigate ... more The purpose of this study was to explore the use of action research as a frameworkto investigate cooperative learning and tactical games as instructional models inphysical education (PE). The teacher/researcher taught a tennis unit using a combi-nation of Cooperative Learning and Teaching Games for Understanding to threeclasses of boys aged 11–12.Data collection included:teacher and pupil evaluations ofskill, pupil reflections on the lessons, pupil interviews, teacher field journal and thedocumentation and course materials from the unit of work. Data analysis wasconducted using inductive analysis and constant comparison (Denzin and Lincoln,1994;Lincoln and Guba,1985).The results of this research reinforce the concept thatthe implementation of any new pedagogical approach is time-consuming and highlylabour intensive (Fullan, 1999). The conceptual shift the teacher/researcher made torelinquish control to students was one of the most difficult, but important, outcomesof this action resear...
We address the persistence of Hölder continuity for weak solutions of the linear drift-diffusion ... more We address the persistence of Hölder continuity for weak solutions of the linear drift-diffusion equation with nonlocal pressure ut + b • ∇u − △u = ∇p, ∇ • u = 0 on [0, ∞) × R n , with n ≥ 2. The drift velocity b is assumed to be at the critical regularity level, with respect to the natural scaling of the equations. The proof draws on Campanato's characterization of Hölder spaces, and uses a maximum-principle-type argument by which we control the growth in time of certain local averages of u. We provide an estimate that does not depend on any local smallness condition on the vector field b, but only on scale invariant quantities.
Background: Advocacy through the work of many scholars in physical education and sport pedagogy h... more Background: Advocacy through the work of many scholars in physical education and sport pedagogy highlights a significant direction towards which physical education is moving in light of calls for change. Importantly, and despite the 'newness' of the terms, 'pedagogical models' and 'Models-based Practice' (MbP) are beginning to shape the vocabulary of physical education and sport pedagogy. To ask what happens if we take some of the 'good stuff' associated with models and apply it in a different way while also taking some of the critical points raised towards models into consideration. Put simply, we (as scholars with different views on MbP) want to step off the beaten track to take a road less travelled and engage in a respectful, agonistic debate about the 'M' and the 'P' in MbP. Key arguments: From a practical perspective, the diversity of the language used in describing models and practices in physical education indicates both a growing excellence and tradition in the field and a degree of confusion. A number of phrases are currently used to identify the same concept with individuals unaware of alternative language use. At the heart of this paper lies the manner in which one interprets the use of the terms 'model', 'practice' and 'practise'. Discussion: Given the 'hope' inherent in pedagogical model development and implementation, we acknowledge that many of the negative or unintended consequences often arise as a result of the 'happening' both in research and in practice. However, by thinking in terms of what it is in students' actions that teachers and researchers should pay attention to in order for them to see what students learn, and in what direction this learning is developing, we are better able to see the outcomes of using MbP. In this way, the hope embedded in the chosen model, and the happenings teachers or researchers aspire to see, could be better aligned. Modelling and practicing through the focus on adaption and negotiation in various complex contexts has the potential to expand the field more than blueprints that potentially narrow the field. Conclusions: By recognising the dangers inherent in an essentialist notion of models (i.e. by nouning or proper nouning them), and by remembering the roles set aside for teachers in the development of pedagogical models, it is important that the practising of MbP ARTICLE HISTORY
Curriculum Studies in Health and Physical Education, 2018
Despite an extensive debate and an openness of teachers to a strength-based approach to health an... more Despite an extensive debate and an openness of teachers to a strength-based approach to health and physical education, it is not always clear what a salutogenic strengths-based approach might look like in practice, at least not in the day-today work in schools. The purpose of this article is to present a salutogenic strengths-based school initiative in Sweden and to identify health discourses in the school's practice. An insider perspective is used to explore health in the school through Brookfield's four lenses for exploring one's own teaching practice. Two health discourses are identified: (1) an individual health discourse rooted in the fostering of personal development, and (2) a value-based health discourse build up around social relations and the fostering of democratic values. The individual health discourse can be understood as based in a pathogenic norm, and in the investigated school practice the individual health discourse dominated the school health initiative despite the salutogenic intentions.
Background: An extensive and international evidence base positions professional learning 28 commu... more Background: An extensive and international evidence base positions professional learning 28 communities (PLCs) as an effective continued professional development (CPD) mechanism 29 that can impact on teachers' practices and, in turn, students' learning. The landscape of 30 teacher PLCs is continuously developing; notably through teachers' uses of social media. 31 Yet, there is limited robust evidence identifying the characteristics of social media PLCs that 32 impact on teachers' learning and practice. 33 34 Purpose: This exploratory study examined the characteristics of a specific Twitter-based 35 professional learning community-#pechat. The research questions were: (i) what is the 36 nature of a Twitter-based professional learning community? and (ii) what characteristics of a 37 Twitter-based professional learning community develop learning and practice? 38 39 Methods: Data were generated from 901 tweets between 100 participants; and 18 in-depth 40 semi-structured elicitation interviews with participants and moderators of the Twitter-based 41 professional learning community. Data were analysed through a process of deliberation, and 42 a relativist approach informed quality. 43 44 Findings: Two themes are reported to explain the nature of the Twitter-based professional 45 learning community and the different types of characteristics of #pechat that developed 46 learning and practice. The first theme engagement shows how different participants of 47 #pechat engaged with discussions and how moderators played a key role in facilitating 48 discussions between participants. The second theme shared practices shows how discussions 49 between participants of #pechat led to the development of new practices that some teachers 50 were able to use to accomplish particular objectives in their physical education lessons. 51 52 Conclusion: The analysis of the data provided evidence to suggest that #pechat is a PLC and 53 is representative of an established group of practitioners. These characteristics should be 54 considered in the design of future online professional development experiences. Facilitator or 55 moderator training could support the development of social media based PLCs that 56 subsequently and positively impact on teachers' practices.
Background: The popularised notion of models-based practice (MBP) is one that focuses on the deli... more Background: The popularised notion of models-based practice (MBP) is one that focuses on the delivery of a model, e.g. Cooperative Learning, Sport Education, Teaching Personal and Social Responsibility, Teaching Games for Understanding. Indeed, while an abundance of research studies have examined the delivery of a single model and some have explored hybrid models, few have sought to meaningfully and purposefully connect different models in a school's curriculum (see Kirk,
Dominant discourses in physical education research center on subject wide crisis. This is despite... more Dominant discourses in physical education research center on subject wide crisis. This is despite repeated calls to address enduring concerns about how physical education is taught. In short, the subject seems caught in Groundhog Day (defined by Oxford Dictionaries (n.d.) as "a situation in which a series of unwelcome or tedious events appear to be recurring in exactly the same way"). This paper scrutinizes this position through Foucault's lens of governmentality, which focuses particularly on power/knowledge relations and their relationship to subjectivity. Through this lens research functions as a shaper of contemporary understanding, and becomes a means for intervention by 'experts'. The paper is structured as a conversation between authors about dominant discourses in physical education research and issues of governmentality. It argues that research approaches such as action research are framed within other power/knowledge relations and may provide a way to wake up on a new day.
This paper seeks to address two key questions: 1) how could a pedagogically-driven approach to th... more This paper seeks to address two key questions: 1) how could a pedagogically-driven approach to the use of DigiTech in HPE benefit young people's learning; and 2) what steps are required to develop new DigiTech pedagogies? The paper is a response to the largely pessimistic views presented in this journal by Gard, Lupton and Williamson about the role of technology in Health and physical Education (HPE). In this paper, we argue that while we need to be aware of the risks, we also need to explore the opportunities for digital technologies (DigiTech) to shape HPE in new and positive ways. Specifically, we argue that a focus on pedagogy is largely missing from earlier discussions. In mapping the evidence base on DigiTech against a three dimensional categorization of pedagogy -in the form of learners and learning, teachers and teaching, and knowledge and context (Armour, 2011) -we are able to demonstrate the value of a pedagogically-informed debate on this topic. The paper concludes by arguing for a 'profession-wide' debate to co-construct, trial and evaluate new ways in which we should -and should not -use DigiTech to optimise young people's learning in HPE.
Whilst e-support has been positioned as a means to overcome some of the time and financial constr... more Whilst e-support has been positioned as a means to overcome some of the time and financial constraints to professional learning, it has largely failed to act as medium for professional learning in physical education. Consequently, this paper positions teachers prior interest with social media acts as a type of 'leverage' for using sites such as Facebook and Twitter for professional learning purposes. Therefore, the purpose of this paper is to explore how social media operates as a communicative space, external to the physical site of an emerging community of practice (CoP) that supported teachers' professional learning and their subsequent longer term changing practice. This study is nested within a wider longitudinal project that explores how teachers learnt and refined their use of a pedagogical innovation (Cooperative Learning) through the overarching methodology, participatory action research. Social media emerged as a form of communication that was not in the study's original design. The paper explores 2125 interactions, through Facebook and Twitter, between five physical education teachers and a facilitator over a two year period. Through social media the facilitator re-enforced teachers changing practice, aided the development of the practices of an emerging CoP, and by the CoP situating their use of the innovation in the virtual world, teachers were supported in changing their practice over time and the use of the pedagogical innovation was sustained. Interactions promoted teacher inquiry, challenged teachers to further develop their existing use of the innovation, and encouraged them to work together and develop shared practices. Therefore, social media is presented here as a 'new' method for professional learning that supports pedagogical change and overcomes some of the financial and time implications of facilitators and teachers working together.
Background: Physical education has long been caught in a time of 'innovation without change'. Yet... more Background: Physical education has long been caught in a time of 'innovation without change'. Yet, despite a wealth of pedagogical innovations and policies, which encourage a reconsideration of the 'traditional pedagogy', teachers rarely move beyond the honeymoon period of implementation. Purpose: The purpose of this paper is to explore how communities of practice emerge, develop and support innovation that results in pedagogical change. Participants and Setting: Six secondary school teachers from a comprehensive secondary school in the UK used the Cooperative Learning model, which was identified as the pedagogical innovation, to teach physical education for a minimum of four units of activity (6-8 lessons each). Teachers were supported by a researcher who acted as a boundary spanner. Research Design: To support their understanding and use of Cooperative Learning the teachers' engaged with action research through a) the analysis of their observations and reflections, b) dialogue with the boundary spanner and colleagues, and c) negotiation with their students. Multiple sources of data informed the study including: teacher reflections, a field journal, a Verification Tool, interviews, teacher observations, professional learning meetings, and discussions on social media. Data Analysis: Data were analysed through constant comparison, inductive analysis and peer examination. The boundary spanner was a catalyst for the adoption and sustained use of pedagogical innovation, facilitating teachers' use of action research, driving social energy, and the subsequent emergence of a community of practice. If physical education is to move beyond the traditional pedagogies, then communities of practice are a professional learning strategy that can support pedagogical innovation with change, especially when boundary spanners help to get them started.
Asia-Pacific Journal of Health, Sport and Physical Education, 2013
ABSTRACT Practitioner inquiry has been offered as a meaningful and sustainable form of profession... more ABSTRACT Practitioner inquiry has been offered as a meaningful and sustainable form of professional learning for a number of decades. However, in the context of physical education it has been recently argued that this is still underdeveloped and is far from being embedded into physical education teachers' practice. Time within the busyness of schools for any form of professional learning has been cited as an inhibiting factor. However, the purpose of this paper is to explore how four physical education teachers in the United Kingdom engaged with reflection and dialogue as part of their daily practice. Technology, in the form of a voice recorder and focussed questions for reflection, facilitated teachers' engagement and constructive reflection. Furthermore, teachers made time within the busy school day to informally discuss their pedagogical decisions with colleagues and formally listen to their students' perceptions of their practice. Consequently, the quality of teaching in a physical education department was enhanced and practitioner inquiry supported effective, enjoyable and relevant professional learning.
Este estudo concentra-se no uso de mídias sociais por professores de Educação Física (EF) para o ... more Este estudo concentra-se no uso de mídias sociais por professores de Educação Física (EF) para o ensino de atividade física para saúde durante a pandemia de covid–19. Com base na pesquisa apreciativa e utilizando uma metodologia de teoria fundamentada em dados (Grounded Theory), a análise de duas entrevistas e uma tarefa digital permitem apresentar três principais temas: (1) Mídias Sociais como Ferramenta de Ensino; (2) Um Legado Digital Duradouro?, e; (3) Desigualdade do Aprendizado Remoto. Esses temas destacam a urgência em utilizar mídias sociais quando os espaços físicos da EF foram removidos, o reconhecimento de que o ensino poderia ser diferente no futuro e os desafios inerentes aos espaços digitais. Em conclusão: (1) defendemos a efetiva formação inicial e continuada de professores e no uso positivo de tecnologias digitais; (2) sugerimos que atividades on-line futuras incorporadas ao aprendizado, e; (3) exigir aos governos ações para nivelar as desigualdades tecnológicas.
This paper explores the tensions that surfaced as a teacher of physical education shifted his 'st... more This paper explores the tensions that surfaced as a teacher of physical education shifted his 'stories to live by around physical education. The tensions became explicit when his shifting 'stories to live by' bumped against dominant narratives of physical education that shaped his professional knowledge landscape. Our inquiry is framed by Dewey's pragmatic ontology (1938) and narrative conception of experience as the living and telling, re-telling and re-living, of stories of experience. We also draw on Connelly and Clandinin's (1999) narrative conception of identity as 'stories to live by' which is an embodied, fluid and context-dependent view of identity as situated at the interface between personal practical knowledge and professional knowledge landscapes.
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