ERIC Number: EJ830272
Record Type: Journal
Publication Date: 2006-Nov
Abstractor: As Provided
Reference Count: 32
What Is a PE Teacher's Role? The Influence of Learning Opportunities on Role Definition
Keay, Jeanne K.
Sport, Education and Society, v11 n4 p369-383 Nov 2006
At a time when the role of a physical education teacher in schools is being called into question, this article considers the relationship between learning opportunities and role definition. Previous research suggests that teachers define their roles through prior experience; through interaction with colleagues, friends, family and media; and in relation to the context in which they teach. This article reports on results from a longitudinal research project, which examined professional development opportunities during induction. It takes previous analysis further by asking how role definition can be influenced by learning opportunities. On entering induction, the new teachers had similar and very clear perceptions of what their roles should be and as the year progressed, their experiences appeared to reinforce rather than challenge their definitions. During the year, it was possible to identify learning opportunities that could be termed sequential, experiential and context-driven, none of which presented a challenge to the way they had originally defined their roles. External courses were limited in scope and often merely ensured survival; learning through experience allowed for experimentation but was not always undertaken within a critically reflective process; and the contexts in which they found themselves seemed to reinforce a traditional role in which competitive extra-curricular activity was valued highly. It is clear that school managers, department heads, physical education teachers and external providers have a role to play in ensuring that learning opportunities challenge practice.
Descriptors: Physical Education, Physical Education Teachers, Educational Opportunities, Teacher Role, Longitudinal Studies, Professional Development, Beginning Teachers, Self Concept, Foreign Countries
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom