Warianty tytułu
Języki publikacji
Abstrakty
Previous related research on teaching effectiveness in one senior level award - Higher Still Physical Education (HSPE) in Scotland - revealed a number of extended challenges in adopting the practical experiential teaching and learning approaches advised. However, these studies were restricted by lack of observation of teaching and learning in action and of detailed analysis of the types and timings of questions asked. The present study addressed these limitations. Data were collected through observations of teaching, questionnaire responses on the uses of discussions by pupils and teachers and semi-structured teacher interviews. Findings revealed that there were encouraging signs of a broad range of purposeful question techniques being used in practical sessions. However, there was still a lack of full teacher trust in these approaches, despite high pupil endorsement for their usage. We conclude that perceived subject content and external assessment demands continue to constrain pedagogical strategies in HSPE.
Słowa kluczowe
Czasopismo
Rocznik
Tom
Numer
Strony
123 – 149
Opis fizyczny
Twórcy
autor
- University of Edinburgh, College of Humanities and Social Sciences, Moray House School of Education, St Leonard’s Land, Holyrood Road, Edinburgh EH8 8AQ, Scotland, Malcolm.Thorburn@ed.ac.uk
autor
Bibliografia
Typ dokumentu
Bibliografia
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Identyfikator YADDA
bwmeta1.element.cejsh-2de93a91-b4f7-4b73-ae28-40029e4efa22