Show simple item record

dc.contributor.authorCasey, Ashleyen_GB
dc.contributor.authorDyson, Benen_GB
dc.contributor.authorCampbell, Anneen_GB
dc.date.accessioned2012-05-15T12:14:36Z
dc.date.available2012-05-15T12:14:36Z
dc.date.issued2012-05-15
dc.identifier.citationCasey, A., Dyson, B., and Campbell, A. (2009)'Action research in physical education: focusing beyond myself through cooperative learning', Educational Action Research, 17(3) pp. 407-423.en_GB
dc.identifier.issn0965-0792
dc.identifier.issn1747-5074
dc.identifier.doi10.1080/09650790903093508
dc.identifier.urihttp://hdl.handle.net/10547/223803
dc.description.abstractThis paper reports on the pedagogical changes that I experienced as a teacher engaged in an action research project in which I designed and implemented an indirect, developmentally appropriate and child‐centred approach to my teaching. There have been repeated calls to expunge – or at least rationalise – the use of traditional, teacher‐led practice in physical education. Yet despite the advocacy of many leading academics there is little evidence that such a change of approach is occurring. In my role as teacher‐as‐researcher I sought to implement a new pedagogical approach, in the form of cooperative learning, and bring about a positive change in the form of enhanced pupil learning. Data collection included a reflective journal, post‐teaching reflective analysis, pupil questionnaires, student interviews, document analysis, and non‐participant observations. The research team analysed the data using inductive analysis and constant comparison. Six themes emerged from the data: teaching and learning, reflections on cooperation, performance, time, teacher change, and social interaction. The paper argues that cooperative learning allowed me to place social and academic learning goals on an even footing, which in turn placed a focus on pupils’ understanding and improvement of skills in athletics alongside their interpersonal development.
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/09650790903093508en_GB
dc.rightsArchived with thanks to Educational Action Researchen_GB
dc.subjectaction researchen_GB
dc.subjectcooperative learningen_GB
dc.subjectphysical educationen_GB
dc.subjectcurricular changeen_GB
dc.titleAction research in physical education: focusing beyond myself through cooperative learning
dc.typeArticleen
dc.contributor.departmentUniversity of Bedfordshireen_GB
dc.identifier.journalEducational Action Researchen_GB
html.description.abstractThis paper reports on the pedagogical changes that I experienced as a teacher engaged in an action research project in which I designed and implemented an indirect, developmentally appropriate and child‐centred approach to my teaching. There have been repeated calls to expunge – or at least rationalise – the use of traditional, teacher‐led practice in physical education. Yet despite the advocacy of many leading academics there is little evidence that such a change of approach is occurring. In my role as teacher‐as‐researcher I sought to implement a new pedagogical approach, in the form of cooperative learning, and bring about a positive change in the form of enhanced pupil learning. Data collection included a reflective journal, post‐teaching reflective analysis, pupil questionnaires, student interviews, document analysis, and non‐participant observations. The research team analysed the data using inductive analysis and constant comparison. Six themes emerged from the data: teaching and learning, reflections on cooperation, performance, time, teacher change, and social interaction. The paper argues that cooperative learning allowed me to place social and academic learning goals on an even footing, which in turn placed a focus on pupils’ understanding and improvement of skills in athletics alongside their interpersonal development.


Files in this item

Thumbnail
Name:
casey_dyson_campbell_2009_final ...
Size:
200.1Kb
Format:
PDF
Description:
Main Article

This item appears in the following Collection(s)

Show simple item record