Towards a Philosophy of Teaching Physical Education in Primary School

Currie, JL

Towards a Philosophy of Teaching Physical Education in Primary School

Currie, JL

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Publisher:: Common Ground Publishing
Publication Type:: Journal Article
Citation:: The International Journal of Learning in Higher Education, 2016, 23 (1), pp. 31 - 40 (10)
Issue Date:: 2016

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Field	Value	Language
dc.contributor.author	Currie, JL https://orcid.org/0000-0003-0424-2966	en_US
dc.date.available	2015-10-27	en_US
dc.date.issued	2016	en_US
dc.identifier.citation	The International Journal of Learning in Higher Education, 2016, 23 (1), pp. 31 - 40 (10)	en_US
dc.identifier.issn	2327-7955	en_US
dc.identifier.uri	http://hdl.handle.net/10453/43380
dc.description.abstract	There has been little research conducted on the philosophy of teaching physical education (PE), with none exploring those specifically held by primary (elementary school) teachers. This is despite the growing trend by teacher education institutions to require that all graduating students develop a portfolio and personal statement of their own philosophy of teaching. Therefore, the purpose of this qualitative study was to examine the philosophy of teaching PE as expressed by fifty-four final-year pre-service primary education students in a written questionnaire. Data analysis followed an inductive approach, whereby categories or dimensions of analysis emerged from the content analysis of the responses to the open- ended question without imposing pre-existing expectations on the research setting or responses. The main themes to emerge from the data focused on the benefits for the child derived from the learning process and the creation by the teacher of a nurturing, engaging, and active learning environment.	en_US
dc.publisher	Common Ground Publishing	en_US
dc.relation.ispartof	The International Journal of Learning in Higher Education	en_US
dc.title	Towards a Philosophy of Teaching Physical Education in Primary School	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	23	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	23	en_US

Abstract:

There has been little research conducted on the philosophy of teaching physical education (PE), with none exploring those specifically held by primary (elementary school) teachers. This is despite the growing trend by teacher education institutions to require that all graduating students develop a portfolio and personal statement of their own philosophy of teaching. Therefore, the purpose of this qualitative study was to examine the philosophy of teaching PE as expressed by fifty-four final-year pre-service primary education students in a written questionnaire. Data analysis followed an inductive approach, whereby categories or dimensions of analysis emerged from the content analysis of the responses to the open- ended question without imposing pre-existing expectations on the research setting or responses. The main themes to emerge from the data focused on the benefits for the child derived from the learning process and the creation by the teacher of a nurturing, engaging, and active learning environment.

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http://hdl.handle.net/10453/43380