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ERIC Number: ED393845
Record Type: Non-Journal
Publication Date: 1996
Pages: 34
Abstractor: N/A
Reference Count: N/A
Learning To Teach Games for Understanding: Coming To Know the Action Research Process.
Hopper, Tim F.
This paper describes and interprets an action research project that supported student teachers learning to teach physical education in a community-based, after-school games program. Ten student teachers taught 10 lessons to elementary school children, under the guidance of 3 supervisory teachers, who were graduate students, and one program coordinator; student teachers and supervisors operated under a team teaching approach. A cultural circle of student teachers and their supervisors met once a week to discuss the lessons; minutes were taken from each meeting and assembled into a journal. Discussion ranged from student reliance on supervisors to lead the lesson to student thoughts on how the lessons should be supervised. Lessons focused on sports such as soccer, tennis, volleyball, and football, but were modified according to the pupils' abilities and based on thematic concerns, such as possession, change of direction, and consistency. The action research process consisted of plan, act and observe, reflect, then replan. Findings highlighted the difficulty between student teachers and supervisors as to who would/should lead the lesson. Group agreement determined that the student should have ownership of the lesson, while the supervisor was responsible for its quality. The action research process helped both students and supervisors move from a technical phase to a practical phase to an emancipatory phase where students became supervisors in their own lessons. The action research process permitted the new teaching knowledge of the students to be grounded within the community of discussants. (Contains 40 references.) (NAV)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada