Description:
With the movement to evolving classroom practices and pedagogies to enhance student-centered learning environments across all Key Learning Areas, there has been growing concern about how educators can produce high quality, intellectual learning experiences within physical education. To provide much-needed understanding of teachers' experiences of the implementation of a TGfU (Teaching Games for Understanding) teaching approach, this study aimed to identify the ways in which individual teachers, adopt, embrace or alternatively resist TGfU as an innovative pedagogy. - Taken from abstract.
Description:
This study investigated how student expectations, experiences and involvement in physical education teacher education impacted upon and shaped identity development. The research focused on student social interactions and identified a range of behaviours and practices which reinforced student notions of what it means to be a physical educator. [...] The research itself was conducted within a creative analytical practice framework resulting in the following research products: the thesis text; a collection of one act plays titled, 'Plays from the identity playground', written about student social experiences; a CD which includes the filmed production of one of the plays 'Boys' training', and 'I can be this: a phototext', which presents key 'photographic' themes as insights into PETE student social events and activities.