No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Planning for Learning—Theory into Practice?
Abstract
This study determined and compared the planning models taught in preservice physical education (theoretical) with those practiced in junior high school physical education (reality). Empirical and ethnographic data were collected through a survey of college professors (n = 59), close-ended (n = 36) and open-ended surveys of teachers (n = 28), and a nonparticipant observation study (n = 4). The results indicated that the theoretical model focused on planning for student learning whereas the reality model focused on planning for teaching. The personal philosophy of the teachers, coaching commitments, the teachers’ routines of planning and teaching, and the students’ reactions were major influences on how teachers planned and why they planned. Reasons for lack of transfer of the planning model from theory into practice are discussed and suggestions for further investigation are made.
... 48). Butin (2010), on the other hand, argued that rather than attempting to change the academy, an academic home should be created for community-university engagement activities such as service learning so that they can gain professional and social legitimacy. Despite such differences, most writers describe institutionalization as an activity that proceeds in stages across HE. ...
... The implication is that as CSL is absorbed into the university, it will lose its capacity to transform HE, "to push the boundaries around what does it mean for a university to be engaging in community" (Interview 9). Butin's (2010) vision of the institutionalization of service learning challenges this concern. Instead of constructing it as a social movement, as do many US writers, he has advocated for service learning as an intellectual movement that needs to be integrated into the academic structures of universities by becoming "disciplined." ...
... From this perspective, Butin's (2010) argument that service learning needs to be transformed into an academic discipline makes sense; it would thereby gain professional legitimacy by controlling its own knowledge production, developing its own disciplinary boundaries and norms, and critiquing and furthering its own practices. Butin's position also suggests that professional logics are not homogenous across the university, and that there is the potential to produce different kinds of professional logics within a new academic discipline. ...
This paper explores how community service-learning (CSL) participants negotiate competing institutional logics in Canadian higher education. Drawing theoretically from new institutionalism and work on institutional logics, we consider how CSL has developed in Canadian universities and how participants discuss CSL in relation to other dominant institutional logics in higher education. Our analysis suggests participants’ responses to competing community, professional, and market logics vary depending on their positions within the field. We see actors’ use of hybrid logics to validate community-engaged learning as the strategy most likely to effect change in the field.
... (p. 327) drawing upon these tenets and applying them to service-learning, this study is framed by a critical (Rhoads, 1997) and anti-foundational (Butin, 2010) approach to service-learning, which "is about disrupting unacknowledged binaries that guide much of our day-to-day thinking and acting to open up the possibility that how we originally viewed the world and ourselves may be too simplistic and stereotypical" (Butin, 2010, p. 13). a form of critical pedagogy, critical and anti-foundational service-learning purportedly engages students in deeper thinking about the meaning of service and action toward social change through examination of the structural inequalities that produce the need for service (Boyle-Baise, 2007;mitchell, 2008;Rhoads, 1997;Rosenberger, 2000). ...
... By employing a critical approach, we embraced a dynamic and multidimensional perspective, reflecting the realities of hiv/aidS, rather than a more static and solely outcome-oriented approach to research on hiv/aidS-focused service-learning. contrasting anti-foundational service-learning with a more typical technical perspective that emphasizes principles of good practice and individual acts of charity, Butin (2010) suggested that an anti-foundational perspective on service-learning disrupts the presumption of service-learning as transformational, interrogates the taken-for-granted assumptions underlying much service-learning practice, and promotes what he refers to as "justice learning" (p. xviii). ...
... much of the service-learning research aligns with a technical perspective (Butin, 2010) and measures outcomes associated with servicelearning, highlights the narrative voices of student participants, and showcases exemplary practices. through a critical and anti-foundational framework, we ask a different set of questions of the data to probe more deeply the narratives that emerged for students around hiv/aidS, reci-procity, and privilege. ...
This article reports the results of a study that explored the possibilities and limitations of service-learning by deconstructing the narratives about HIV/AIDS that emerged from five college students who participated in an alternative spring break program. Employing a critical (Rhoads, 1997) and anti-foundational (Butin, 2010) approach to inquiry, results suggest that perspective transformation and analysis of root causes will not occur automatically for most students.
... Many educators believe the college experience should prepare students to confront societal problems and extensive research supports the concept that preparing for societal leadership should not solely be taught in the lecture hall but should include experiential activities that enhance learning (Astin et al., 2006, Barr & Tagg, 1995 Biggs, 1999; Chickering, 2010; Dewey, 1944; Eyler & Giles, 1997; Gardiner, 1998; Jacoby & Associates, 2009; Kolb, 1984; Kuh, 2009; Pascarella & Terenzini, 2005;). To achieve this learning objective, colleges and universities increasingly incorporate community service volunteering as part of the educational experience (Battistoni, 1997; Butin, 2010; Caruso, Bowen, & Adams-Dunford, 2006; Eyler & Giles, 1997; Jacoby & Associates, 2009). In addition to producing civic minded graduates, colleges and universities have adopted a civic mission and use varying methods to accomplish this mission. ...
... Some of these activities incorporate service-learning, which is described as the integration of community action with an effort to connect the community experience to academic reflective learning (Caruso, Bowen, & Adams-Dunford, 2006; Learn & Serve America, 2008; Stanton, Giles, & Cruz, 1999). Service-learning has become a prominent method to incorporate experiential learning into the academic experience (Butin, 2010; Eyler & Giles, 1999, Jacoby & Associates, 2009). Research studies about service-learning have reported student benefits such as helping to become engaged in civic affairs, integrating academic work with reality, and growing intellectually through reflection and synthesis (Astin, 1996; Astin et al., 2006; Battistoni, 1997). ...
... Research studies about service-learning have reported student benefits such as helping to become engaged in civic affairs, integrating academic work with reality, and growing intellectually through reflection and synthesis (Astin, 1996; Astin et al., 2006; Battistoni, 1997). The major difference between service-learning and generic community service is that the former must include reflective activity, while the latter probably does not; this difference has become more distinct in recent years as the pedagogy has developed (Butin, 2010). While much of the research finds community based learning beneficial, there is limited evidence to indicate whether civic engagement activities have an enduring impact on students after graduation (Astin et al., 2006). ...
... The model proposes defining objectives, establishing useful learning experiences, organizing the learning environment and evaluating learning. However, findings suggest that although teacher education teaches this model in practice, teachers plan using a different approach (Goc-Karp & Zakrajsek, 1987;John, 2006). Research suggests teachers focus on planning around activities and content as opposed to planning with a focus on objectives (Goc-Karp & Zakrajsek, 1987;John, 2006). ...
... However, findings suggest that although teacher education teaches this model in practice, teachers plan using a different approach (Goc-Karp & Zakrajsek, 1987;John, 2006). Research suggests teachers focus on planning around activities and content as opposed to planning with a focus on objectives (Goc-Karp & Zakrajsek, 1987;John, 2006). Currently research (John, 2006) questions the appropriateness of Tyler's model and suggests it does not cater for the ad hoc happenings that take place in the classroom. ...
... While much research presents findings on planning in relation to what teachers and PSTs plan for as well as the effect and impact of planning on teaching (Byra & Coulon, 1994;Goc-Karp & Zakrajsek, 1987;Imwold, Rider, Twardy, Oliver, Grffin & Arsenault, 1984;Kagan & 2 2 Tippins, 1992;Twardy & Yerg, 1987), no research was found with a primary focus on what influences PSTs decisions around planning. In considering Cochran-Smiths (2005) argument that little is known about how PSTs apply knowledge in the classroom we suggest it is critical to understand the influences on and the role of planning for PSTs before we can begin to understand and make sense of their application of knowledge in the classroom. ...
... (p. 327) drawing upon these tenets and applying them to service-learning, this study is framed by a critical (Rhoads, 1997) and anti-foundational (Butin, 2010) approach to service-learning, which "is about disrupting unacknowledged binaries that guide much of our day-to-day thinking and acting to open up the possibility that how we originally viewed the world and ourselves may be too simplistic and stereotypical" (Butin, 2010, p. 13). a form of critical pedagogy, critical and anti-foundational service-learning purportedly engages students in deeper thinking about the meaning of service and action toward social change through examination of the structural inequalities that produce the need for service (Boyle-Baise, 2007;mitchell, 2008;Rhoads, 1997;Rosenberger, 2000). ...
... By employing a critical approach, we embraced a dynamic and multidimensional perspective, reflecting the realities of hiv/aidS, rather than a more static and solely outcome-oriented approach to research on hiv/aidS-focused service-learning. contrasting anti-foundational service-learning with a more typical technical perspective that emphasizes principles of good practice and individual acts of charity, Butin (2010) suggested that an anti-foundational perspective on service-learning disrupts the presumption of service-learning as transformational, interrogates the taken-for-granted assumptions underlying much service-learning practice, and promotes what he refers to as "justice learning" (p. xviii). ...
... much of the service-learning research aligns with a technical perspective (Butin, 2010) and measures outcomes associated with servicelearning, highlights the narrative voices of student participants, and showcases exemplary practices. through a critical and anti-foundational framework, we ask a different set of questions of the data to probe more deeply the narratives that emerged for students around hiv/aidS, reci-procity, and privilege. ...
This article reports the results of a study that explored the possibilities and limitations of service-learning by deconstructing the narratives about HIV/AIDS that emerged from five college students who participated in an alternative spring break program. Employing a critical (Rhoads, 1997) and anti-foundational (Butin, 2010) approach to inquiry, results suggest that perspective transformation and analysis of root causes will not occur automatically for most students.
This article reports the results of a study that explored the possibilities and limitations of service-learning by deconstructing the narratives about HIV/AIDS that emerged from five college students who participated in an alternative spring break program. Employing a critical (Rhoads, 1997) and anti-foundational (Butin, 2010) approach to inquiry, results suggest that perspective transformation and analysis of root causes will not occur automatically for most students.
... Toutefois, selon plusieurs chercheurs, le modèle de Tyler issu d'un raisonnement très linéaire est difficile à faire adopter dans des contextes réels d'enseignement. En effet, Goc-Karp et Zakrajsek (1987), après avoir révisé la littérature, remettent en cause le principe de la succession systématique des actions tel que présenté dans le modèle de classique de Tyler (1950). Ces auteurs admettent que selon plusieurs rapports de recherches, les deux plus importants éléments dans une démarche de programmation sont les objectifs et les procédures d'évaluation. ...
... Cette dernière repose sur des principes d'adaptation, de réajustement et même d'intuition. Dans cette perspective, plusieurs travaux en éducation (Beyerbach, 1988;Borko & Niles, 1987;Campbell, 1985;Clark, 1988;Clark & Peterson, 1986;Hill & Bradley, 1983;May,1986;Shavelson, 1983;Taylor, 1970;Tochon, 1989;Vogel & Seefeldt, 1987;Yinger, 1980Yinger, , 1987Zahorik, 1970Zahorik, , 1975 et en éducation physique en particulier (Anderson, 1989;Arrighi & Young, 1987;Bain, 1986;Goc-Karp & Zakrajsek, 1987;Imwold, Ridet, Twardy, Oliver, Griffin, & Arsenault, 1984;Piéron, 1988;Placek, 1984;Spallanzani, Tousignant et Brunelle, 1989;Twardy & Yerg, 1987) démontrent que les enseignants procèdent différemment de ce qui leur a été enseigné comme modèle efficace pour concevoir et mettre en application un programme. ...
... Toutefois, selon plusieurs chercheurs, le modèle de Tyler issu d'un raisonnement très linéaire est difficile à faire adopter dans des contextes réels d'enseignement. En effet, Goc-Karp et Zakrajsek (1987), après avoir révisé la littérature, remettent en cause le principe de la succession systématique des actions tel que présenté dans le modèle de classique de Tyler (1950). Ces auteurs admettent que selon plusieurs rapports de recherches, les deux plus importants éléments dans une démarche de programmation sont les objectifs et les procédures d'évaluation. ...
... Cette dernière repose sur des principes d'adaptation, de réajustement et même d'intuition. Dans cette perspective, plusieurs travaux en éducation (Beyerbach, 1988;Borko & Niles, 1987;Campbell, 1985;Clark, 1988;Clark & Peterson, 1986;Hill & Bradley, 1983;May,1986;Shavelson, 1983;Taylor, 1970;Tochon, 1989;Vogel & Seefeldt, 1987;Yinger, 1980Yinger, , 1987Zahorik, 1970Zahorik, , 1975 et en éducation physique en particulier (Anderson, 1989;Arrighi & Young, 1987;Bain, 1986;Goc-Karp & Zakrajsek, 1987;Imwold, Ridet, Twardy, Oliver, Griffin, & Arsenault, 1984;Piéron, 1988;Placek, 1984;Spallanzani, Tousignant et Brunelle, 1989;Twardy & Yerg, 1987) démontrent que les enseignants procèdent différemment de ce qui leur a été enseigné comme modèle efficace pour concevoir et mettre en application un programme. ...
This research considers relationships between student achievement (knowledge and cognitive skill), teacher efficacy (Gibson & Dembo, 1984), and interactions with assigned coaches (self-report measures) in a sample of 18 grade 7 and 8 history teachers in 36 classes implementing a specific innovation with the help of 6 coaches. Student achievement was higher in classrooms of teachers who had more contact with their coaches and in classrooms of teachers with greater confidence in the effectiveness of education. Teachers who relied on school administrators reported less involvement with their coaches and these teachers obtained lower student achievement. There was no interaction between efficacy and coaching, possibly because there was virtually no peer observation. /// Cette recherche porte sur les relations entre le rendement scolaire (connaissance et aptitude cognitive), l'efficacité des enseignants (Gibson et Dembo, 1984) et les interactions avec des aidants (mesures d'auto-évaluation) dans un échantillon de 18 enseignants d'histoire dans 36 classes de 7e et 8e année où était implantée une innovation avec l'intervention de six aidants. Le rendement scolaire a été supérieur dans les classes des enseignants qui avaient plus de contacts avec leurs aidants et dans celles des enseignants ayant une plus grande confiance dans l'efficacité de l'éducation. Les enseignants qui comptaient sur les administrateurs scolaires ont fait état de contacts moins nombreux avec leurs aidants et ont obtenu un rendement scolaire inférieur. Il n'y avait aucune interaction entre l'efficacité et l'encadrement des aidants, peut-être parce qu'il n'y avait presque aucune observation mutuelle.
... As mentioned earlier, wait time is the time spent in non-purposeful and management related activities, which actually deducts time from practice (Beaucamp et al., 1990;Luke, 1989;Metzler, 1989). Effective teachers plan for organizational procedures of time, space, equipment, activities and students (Goc-Karp & Zakrajsek, 1987;Hastie, 1994;Housner & Griffey, 1985). Before entering the gymnasium, they have already thought about the students' future location, position, grouping, or role (Anderson, 1989;Housner & Griffey, 1985), which makes the class flow smoothly, without any wait time. ...
The school curriculum clearly defines that the main purpose of elementary physical education is to help students develop positive attitudes towards physical education, engage in lifetime physical activity through the development of knowledge and skills, develop an integrated personality and cultivate moral and social values. How close are elementary children to the above purpose? Is this achieved through elementary physical education class? The purpose of the study was to examine the teaching efficiency or inefficiency of classroom teachers when teaching physical education, from the perspective of time. For that purpose, 30 elementary school teachers (18 female and 12 male) from public schools all over Cyprus were randomly selected to participate in this study. Participating teachers were assigned to teach physical education in their schools. Teachers were asked to give 2 dates on which school visits to schools were scheduled to attend their courses and collect data related to their teaching, such as time management, presentation of activities, organization of children and equipment, feedback provided and others. For data collection purposes a previously validated recording instrument designed by Silverman, Subramaniam, & Woods (1998) was used. The teacher behavior instrument required the coder to collect data on both instructional behaviors (e.g., explanation, demonstration, and monitoring) and organizational behaviors (e.g., children organization and equipment organization). In addition, informal semi-structured interviews with the teachers were also conducted, in order to learn about their beliefs about teachers’ behaviors in class and the value they give to them, such as organizational behaviors and others. The descriptive statistical analysis revealed data that show in principle the diversity, from class to class, in the variables that have been studied. The most important factor, however, is the ineffective use of the available class time, which negatively affected the components of a physical education course, such as the consumption of a large part of the time in organizational or other processes while deducting time that could be offered to the children for more physical activity, more efforts, and probably better learning. Data analysis revealed four important themes that should be of concern to those involved with physical education: 1) The need for better time management, 2) The need to improve the teaching and organizational factors of the class, 3) The need for feedback to students during practice time, and 4) The need for final assessment when at the end of the class.
... Community engaged learning is more than simply service in a community that is for learning; but rather is collaborative, i.e., it is service-learning with the community so that all parties (students, faculty, and community members) share decisions in planning and implementation for mutual benefit [7][8][9][10][11]. Previous studies indicate that community engaged ISL projects provide faculty members with an opportunity to conduct clinical and translational research, [12][13][14][15] and community benefits can include extension of health care services such as support for ongoing clinics, health education campaigns, and annual health fairs [16]. ...
Background: International service-learning (ISL) activities are academic experiences that encompass participation in organized service activities, practical experiences, and critical reflection. The assessment of physical therapy clinical education is primarily achieved through student performance on the clinical performance instrument (CPI) during clinical education. The CPI assesses a student's performance in all subdomains of professional practice and patient management and is completed during each clinical education experience.
... Regarding the lesson plans the element that teachers attach more importance to is the selection of the student learning activities. Most studies have demonstrated that the physical education teachers when planning do not follow the linear model of Tyler (Ruso Garcia, 1997;Goc-Karp and Zakrajsek, 1987;Placek, 1984;Twardy and Yerger, 1987). ...
Problem Statement: In recent years, several teaching models, which are designated as meditational integrative models, have emerged. These models advocate the existence of dynamic interactions between cognitive processes of teachers and students in the classroom. Approach: However, these models still lack empirical validation and need to be further explored in a vast array of educational settings. This will help understand how physical education teachers perceive the existence of dynamic interactions. Purpose: Therefore, this study aimed to determine whether physical education teachers acknowledge cognitive processes of students and if these cognitive processes influence their own thinking (e.g., planning, thoughts and interactive decisions). Four professional physical education teachers and 198 students from the ninth grade, who are part of the Portuguese public school system, participated in this study. The thoughts of the students were assessed through questionnaires. On the other hand, the thoughts of the teachers were analysed using the following investigation techniques: "thinking aloud" and through the processes of re-memory. Results: The results show that pre-interactive thoughts and interactive thoughts and decisions made by physical education teachers are not influenced by the acknowledgement of cognitive processes of their students. Conclusions: Teacher education can provide the necessary conditions for physical education teachers to learn how to develop reflexive skills and to consider teaching a dynamic process that is led by students' cognitive processes. Additional research is needed to further understand and map the relationship between effective physical education teachers' behaviours and students' cognitive processes/responses.
... Existing research may indirectly address questions of justice related to learning by focusing on individual student learning as it defines "public service … in terms of individual processes and educational outcomes" (Webster, 2007, p. 3). However, a small but growing body of research on service learning and community engagement has taken a critical (Mitchell, 2008;Rhoads, 1998), antifoundational approach (Butin, 2010;Jones, LePeau, & Robbins, 2013) as we did. This growing body of scholarship across disciplines has addressed questions on social justice aims (and lack thereof) in community engagement projects (Butin, 2007;Mitchell, 2010;Post, Ward, Longo, & Saltmarsh, 2016;Sturm, Eatman, Saltmarsh, & Bush, 2011). ...
University administrators, faculty, and staff must engage in newly fashioned community-university collaborations that better address systemic inequities and injustice during this complex time in U.S. history. Graduate students are tomorrow’s higher education leaders with the potential to fund, design, and facilitate curricular and cocurricular opportunities, including community engagement and service-learning initiatives. As such, we analyzed graduate students’ text and talk through critical discourse analysis and identified discourses—and pedagogical possibilities—that facilitated more socially just community-university collaborations. What emerged were 3 specific discourses of community-university collaboration that graduate students use: (a) discourses of volunteerism and service, (b) discourses of student outcomes, and (c) discourses of systems of power, where the first 2 discourses confirmed existing literature. Uniquely, some students shifted discourses over time. In addition, the 3rd discourse of systems of power reflected an expressed vision for social justice and included concepts of critical geography. In sum, a critical analysis of space emerged as a useful tool for building and sustaining social justice-oriented talk, understandings, and practices of community-university engagement. The current study advances new understandings about critical geography as a theoretical approach and analytical tool for community-university engagement and service learning.
... Researchers have attempted to study and improve the practice of teachers, focusing on inquiry learning, collaborative activities, connecting school to real world concepts and the integration of pedagogies that elicit sustainable deep understanding of ideas (Lampert, 2012). Additional studies (Burin, 2010;Keppell et al., 2015;Lubawy, 2003) have identified what teachers need to understand about teaching and about pedagogical practices that support student understanding. However, it appears that limited research has been done to specifically and substantially address the way in which teachers personally adapt to and manage the factors of change and adaptability that impact on the nature of learning. ...
How teachers adapt to change and embrace emerging technologies and pedagogical innovation have been topics for debate for some time, with much emphasis on the impact of external influences, access to resources and demographics and less on the characteristics of the individual and their adaptability. This research study investigated the characteristics of educators who appear to embrace innovation and change, tolerate ambiguity and have a broad sense of perspective. It considered those who seemingly thrive amongst the chaos of learning, giving students what they need, when they need it - the “seize the day ” or “agile ” teacher. The focus was primarily from a socio-cultural perspective, exploring practices, social, cultural and environmental factors affecting agile teachers.
The study considered the following questions:
• What are the characteristics of “agile” teachers?
• Who are the “agile” teachers?
• Why do “agile” teachers teach the way they do?
The research design was qualitative, using a grounded theory approach to identify and describe the characteristics of teachers, who demonstrate this adaptability. The study explored the factors that influence the emergence of “agile” characteristics and practices, the methodologies and strategies that influence adaptability, and the relationship between the development of agile characteristics and the use of emerging technologies. The foundation for the study was the interplay between technology, pedagogy and innovation, focusing on the premise and understanding that innovation is the renewal or creation of processes that are effective and add value to existing practices. The study investigated the diversity in the characteristics exhibited by “agile” teachers. And sought to elicit the narrative of the agile practitioner, using visual metaphor as a stimulus for discussion utilising asynchronous online interviews and teacher reflections. Participants reflected on personal practices, pedagogical implications and the influence of technologies, reflecting the connections between experiences, practice and agile adaptations.
The findings of the study reveal the complexities of identifying the characteristics of the agile practitioner and the implications for practice and educational professional learning. In particular, they reveal the personalised understandings and reflections of agile practice, beliefs of others about the “agile” teacher and the association of social perceptions towards “great” teachers. This study has identified a new descriptor for the exemplary teacher, the term “agile”, and has given insight into how and what the agile teacher or practitioner thinks, as well as what they do and say. The agile teacher generates an autopoietic practice where re-engineering and reconceptualising self occurs, enabling adaptation to changing pedagogical contexts, emerging digital technologies and the individual learning narrative of students.
... McCutcheon y Milner (2002) y Goc-Karp y Zakrajsek (1987), afirman que es importante considerar que el proceso de planificación conlleva cierto tiempo y esfuerzo, pero que esta reflexión continua está reconocida y asociada con el máximo aprendizaje de alumnos y alumnas, así como con el comportamiento y la eficacia del docente. Por tanto, cuando la planificación se realiza de forma consciente, le da un sentido a la enseñanza que resulta en un aprendizaje eficiente y significativo (Zahorik, 1970). ...
La planificación a la hora de llevar a cabo el proceso de educativo para alcanzar los criterios establecidos en el currículum es necesaria. Pero la realidad actual manifiesta que muchos docentes no lo hacen por una causa u otra. El objetivo de este artículo es intentar dar orientaciones en diferentes elementos necesarios en la planificación; ofrecer ideas que contribuyan a tener una visión más específica en el proceso de planificación, ayudando a mejorar el diseño y puesta en práctica docente. Con esta propuesta para los profesores de educación física, se busca una mejor relación entre los diferentes niveles de concreción curriculares, incidiendo en que una buena planificación conllevará una posible acertada docencia, una eficacia en la enseñanza, cierta calidad en el aprendizaje del alumno y una fácil evaluación.
... There is a body of literature relating to community engagement and partnerships within higher education generally (Burin, 2010;Butcher, Bezzina & Moran, 2011;Jongbloed, Enders & Salerno, 2008), and teacher education specifically (Armstrong & Cairnduff, 2012;Lynch & Smith, 2012;Petersen & Treagust, 2014). We are not addressing this literature in this paper; rather we are presenting background to the disciplines of arts and science and presenting original cases as narratives. ...
New ways of working in teacher education are currently being highlighted, especially in relation to partnerships. One type of partnership that is under utilised is that with cultural organisations. This paper reports on two projects where the authors work with preservice teachers in partnership with a wildlife sanctuary and a national gallery. Common project elements included research into the value for pre-service teachers in professional engagement of their own teaching and insight into ongoing professional development. The data showed that ownership, empowerment, and meaning can be experienced by stakeholders. The research not only challenges new ways of working with partnerships in teacher education, that extend past traditional notions of professional experience requirements, but contributes to the development of a holistic view of learning and teaching. When positioned within a subject this archetype offers unique opportunities to collaborate over time and across sites - cultural organisation, university and eventually, primary schools.
... Despite the increasing profile and claim on resources of service-learning, however, this movement has been largely absent from the critical literature on post-secondary education. At the same time, the literature on service-learning largely ignores neo-liberalism, tending to focus on learning outcomes of service-learning, whether they be technical (improving content learning and cognitive skills), cultural (fostering intercultural skills and civic engagement), political (instilling ethical and political commitment to social justice), or anti-foundational (encouraging critical thinking and radical questioning of received truths) (Butin, 2010). To a lesser degree, service-learning researchers also attend to outcomes for community betterment (Stoecker & Tryon, 2009). ...
The emergence of service-learning pedagogies in Canada has received a variety of critical responses. Some regard service-learning as a public relations effort of universities and colleges; others see it as a countermovement to academic corporatization; still others consider it part of a wider cultural project to produce self-responsible and socially responsible, enterprising citizens. In this article, we argue that each type of response rests on a different critique of the neo-liberal context of post-secondary education; these critiques, in turn, stem from different conceptions of neo-liberalism: as policy, ideology, or gov-ernance (Larner, 2000). Rather than attempt to resolve contradictions among these conceptualizations, we address them as a framework for understanding divergent responses to service-learning. We illustrate the framework with the example of a high-enrolment undergraduate course, and we call for future research and educative engagement with the politics of post-secondary service-learning that is informed by a multi-faceted analysis of neo-liberalism. Résumé L'émergence au Canada de la pédagogie d'apprentissage par le service communautaire a suscité une grande variété de réactions. Certains y voient une opération de relations publiques de la part des universités et des collèges, d'autres un mouvement à l'encontre du corporatisme académique, d'autres encore un volet d'un vaste projet culturel ayant pour but de former des citoyens entreprenants, et responsables envers eux-mêmes et la société. Dans cet article, nous avançons que chacune de ces réactions repose sur une critique particulière du contexte néolibéral de la formation postsecondaire,
... Despite the increasing profile and claim on resources of service-learning, however, this movement has been largely absent from the critical literature on post-secondary education. At the same time, the literature on service-learning largely ignores neo-liberalism, tending to focus on learning outcomes of service-learning, whether they be technical (improving content learning and cognitive skills), cultural (fostering intercultural skills and civic engagement ), political (instilling ethical and political commitment to social justice), or anti-foundational (encouraging critical thinking and radical questioning of received truths) (Butin, 2010). To a lesser degree, service-learning researchers also attend to outcomes for community betterment (Stoecker & Tryon, 2009 ). ...
The emergence of service-learning pedagogies in Canada has received a variety of critical responses. Some regard service-learning as a public relations effort of universities and colleges; others see it as a countermovement to academic corporatization; still others consider it part of a wider cultural project to produce self-responsible and socially responsible, enterprising citizens. In this article, we argue that each type of response rests on a different critique of the neo-liberal context of post-secondary education; these critiques, in turn, stem from different conceptions of neo-liberalism: as policy, ideology, or gov-ernance (Larner, 2000). Rather than attempt to resolve contradictions among these conceptualizations, we address them as a framework for understanding divergent responses to service-learning. We illustrate the framework with the example of a high-enrolment undergraduate course, and we call for future research and educative engagement with the politics of post-secondary service-learning that is informed by a multi-faceted analysis of neo-liberalism. Résumé L'émergence au Canada de la pédagogie d'apprentissage par le service communautaire a suscité une grande variété de réactions. Certains y voient une opération de relations publiques de la part des universités et des collèges, d'autres un mouvement à l'encontre du corporatisme académique, d'autres encore un volet d'un vaste projet culturel ayant pour but de former des citoyens entreprenants, et responsables envers eux-mêmes et la société. Dans cet article, nous avançons que chacune de ces réactions repose sur une critique particulière du contexte néolibéral de la formation postsecondaire,
... É possível identificar que as PCs, quando orientam as AMs, apoiam-se no saber da experiência (Pimenta, 2002; Tardif, 2002) como fonte de seu saber social, seguindo uma prescrição invisível relacionada ao exercício da profissionalidade docente (Contreras, 2002), mas sem a densidade que esta exige. São PCs que gostam daquilo que fazem, mas que tendem a seguir uma " tradição " , podendo ensinar ou orientar da mesma forma que foram ensinadas (Goc-Karp e Zakrajsek, 1987) e que, aos poucos, estão incorporando novas maneiras para orientar. Nesse sentido, através da compreensão da sua função, permitirá que o professor coloque em prática os seus saberes da experiência por meio de um agir que garante o desenvolvimento de algumas competências , como interpretar a realidade; analisar e avaliar os estagiários; dinamizar a formação e ser capaz de mobilizar as pessoas; gerir conflitos e saber comunicar (Alarcão, 2002). ...
Inserido na temática formação de professores, Estágio Curricular Supervisionado
(ECS) e Prática de Ensino, o presente estudo objetivou analisar a trajetória da Prática de
Ensino e ECS, as concepções que as professoras-colaboradoras (PCs) se utilizam para orientar
e formar os estagiários, bem como identificar os desafios enfrentados pelas as alunas-mestras
(AMs). A pesquisa é de natureza qualitativa e utilizamos como técnicas: pesquisa bibliográfica,
entrevista semiestruturada e análise de conteúdo. Constatamos que a Prática de Ensino e o
ECS foram concebidos como disciplina e atividade. As PCs viram as estagiárias como auxiliares,
e não como futuras profissionais, porém apresentaram o que é necessário para se tornar
um professor; as maiores dificuldades das AMs foram insegurança, gestão da sala de aula,
agir perante os alunos e questionamento do processo de acompanhamento do estágio. Nas
considerações, pontuamos que a escola deve ser valorizada enquanto espaço formativo, bem
como a necessidade de se pensar em estratégias formativas para o PC receber e orientar o
estagiário, principalmente por parte dos normativos legais.
... É possível identificar que as PCs, quando orientam as AMs, apoiam-se no saber da experiência (Pimenta, 2002; Tardif, 2002) como fonte de seu saber social, seguindo uma prescrição invisível relacionada ao exercício da profissionalidade docente (Contreras, 2002), mas sem a densidade que esta exige. São PCs que gostam daquilo que fazem, mas que tendem a seguir uma " tradição " , podendo ensinar ou orientar da mesma forma que foram ensinadas (Goc-Karp e Zakrajsek, 1987) e que, aos poucos, estão incorporando novas maneiras para orientar. Nesse sentido, através da compreensão da sua função, permitirá que o professor coloque em prática os seus saberes da experiência por meio de um agir que garante o desenvolvimento de algumas competências , como interpretar a realidade; analisar e avaliar os estagiários; dinamizar a formação e ser capaz de mobilizar as pessoas; gerir conflitos e saber comunicar (Alarcão, 2002). ...
Resumo: Inserido na temática formação de professores, Estágio Curricular Supervisionado (ECS) e Prática de Ensino, o presente estudo objetivou analisar a trajetória da Prática de Ensino e ECS, as concepções que as professoras-colaboradoras (PCs) se utilizam para orientar e formar os estagiários, bem como identificar os desafios enfrentados pelas as alunas-mestras (AMs). A pesquisa é de natureza qualitativa e utilizamos como técnicas: pesquisa bibliográfica, entrevista semiestruturada e análise de conteúdo. Constatamos que a Prática de Ensino e o ECS foram concebidos como disciplina e atividade. As PCs viram as estagiárias como auxiliares, e não como futuras profissionais, porém apresentaram o que é necessário para se tornar um professor; as maiores dificuldades das AMs foram insegurança, gestão da sala de aula, agir perante os alunos e questionamento do processo de acompanhamento do estágio. Nas considerações, pontuamos que a escola deve ser valorizada enquanto espaço formativo, bem como a necessidade de se pensar em estratégias formativas para o PC receber e orientar o estagiário, principalmente por parte dos normativos legais. Palavras-chave: formação de professores, Estágio Supervisionado, professores colaboradores.
Abstract: Dealing with teachers' education, supervised curricular training and teaching practice, this paper aimed at analyzing the path of teaching practice and supervised curricular training, the concepts that the collaborating-teachers (PCs) use to guide trainees and to identify the challenges faced by the student-teachers (AMs). The research is qualitative and its techniques were: literature review, semi-structured interviews and content analysis. It was possible to see that teaching practice and supervised curricular training were created as discipline and activity. The greatest diffi culties of the AM were insecurity, classroom management, how to act towards students and questions about the supervisory process. The PCs considered the trainees as assistants and not as future professionals, presenting challenges related to posture and procedures used in supervision. Regarding considerations, we point that the school must be valued as a place for teacher education and it is necessary to think about formative strategies for PCs to receive and guide the AMs. Este é um artigo de acesso aberto, licenciado por Creative Commons Attribution License (CC-BY 3.0), sendo permitidas reprodução, adaptação e distribuição desde que o autor e a fonte originais sejam creditados.
... ( Kari 1994 , 80 – 81 ; Lehtisalo & Raivola 1999 , 132 . ) Opetussuunnitelmassa sovellettiin Bloomin ( 1971 ) tavoiteoppimisjärjestelmää , joka perustuu tavoitetaksonomioihin eli tavoitteiden kuvaus - ja luokitusjärjestelmään . Siinä tavoitteet luokitellaan kognitiivisiin , affektiivisiin ( sosioemotionaalisiin ) ja psykomotorisiin . ...
... Sin embargo, en el estudio realizado por Placek (1984), se afirma que el profesorado planifica antes de realizar su trabajo, en las reuniones e incluso a la hora de dormir. McCutcheon y Milner (2002) y Goc-Karp y Zakrajsek (1987), afirman que es importante considerar que el proceso de planificación conlleva cierto tiempo y esfuerzo, pero que esta reflexión continua está reconocida y asociada con el máximo aprendizaje de alumnos y alumnas, así como con el comportamiento y la eficacia del docente. Por tanto, cuando la planificación se realiza de forma consciente, le da un sentido a la enseñanza que resulta en un aprendizaje eficiente y significativo (Zahorik, 1970). ...
Planning is necessary when conducting the educational process to get the criteria
established in the curriculum. But the current reality shows that many teachers do not do it for one
reason or another. The aim of this paper is to try to provide guidance on different elements needed
for planning, providing ideas that help to obtain a more specific view in the planning process,
helping to improve the design and implementation of teaching. With this proposal for physical
education teachers, we are seeking a better relationship between different levels of detail
curriculum, stressing that good planning can lead to a successful teaching, a teaching effectiveness,
a certain quality of student learning and easy evaluation.
... Defining Terms: Service Learning, Historical Context, and the Concept of Citizenship Butin (2010) addressed a common theme in any Service Learning discussion-a varying concept of what it actually means. The author notes that for many scholars/educators, defining Service Learning rejects the educational model of transferring knowledge "downward," from knowledgeable teachers to passive students in 50-min increments. ...
This research argues for repositioning Service Learning as a necessary part of public education, with the transformative goal of empowered communities operating in a social-collaborative framework from communities dependent on overburdened state and local government programs and services. Such repositioning depends on recognition of Service Learning as a means of providing that preparation. To “mainstream” Service Learning, this research proposes two initiatives: (a) Foster the idea of the Service Learning experience as citizenship/community building by associating the experience with embedded cultural values and (b) apply Invitational Rhetoric in persuading students and parents to view Service Learning as something other than imposed servitude or social consciousness for a grade. Service Learning has proven to be successful in changing students’ attitudes about their place in society. If Service Learning were a part of the common educational core, the potential for repositioning its value to citizenry would be highly expanded. Because many communities lack access to education and training for the citizenry, Service Learning could supply that link to empowerment.
... Also, the number sense and mental calculation that results from working the Kumon program are ideal for solving contextual problems that require higher-order mathematical thinking and reasoning. Benjamin Bloom 12,13 advanced the concept that sufficient time, appropriate instruction and corrective feedback will enable Kumon facilitators rely on the students' work and success to drive student learning activities. Facilitators become a "guide on the side" rather than the "sage on the stage." ...
It is a compelling challenge to provide inner-urban K-12 students with the skills necessary for a career in engineering. A solid grounding in mathematics is the most valuable such skill and also the most difficult to develop. Many inner-urban programs meant to revitalize or strengthen mathematics education focus on students in middle or high school. At this grade level, many students already feel they have no skill with mathematics; they have a correspondingly poor attitude towards mathematics that makes any attempt to improve the mathematics curriculum more difficult. A more useful, if longer term, approach is to implement change from the bottom (elementary school level) up, rather than middle or high school, where ultimate change is so strongly desired. The authors have introduced a supplemental program in the Pontiac School District in Pontiac, Michigan to revitalize mathematics beginning with the elementary school level (K-5). The supplemental program, Kumon Mathematics, is used by millions of school children in Singapore, Japan, and Korea; countries that score the highest on worldwide mathematics achievement tests. Kumon Mathematics appears to provide an ideal structured support in mathematics for at-risk children who receive little or no help at home, and who present the teacher of any given grade with a great variety of achievement levels. It allows students to achieve frequent and repeated successes. This paper provides details of the Kumon Mathematics methodology as well as a description of the first year's efforts in the program, which currently involves some 1,500 elementary school children in the Pontiac School District. Introduction and Motivation The Pontiac School District is an inner-city, largely minority district surrounded by suburban, largely white school districts of varying levels of affluence (Figure 1). The performance of Pontiac students on the mathematics section of mandated state tests (Michigan Educational Assessment Program—MEAP) and nationally normed tests is significantly below that of students in the surrounding districts. For example, in the statewide ranking of the percent of students who pass the mathematics portion of the MEAP test, Pontiac ranks in the lowest 1.3% of all Michigan school districts, while six of the seven school districts surrounding Pontiac rank in the highest 10% statewide and the seventh district ranks in the 61st percentile (Table 1). Pontiac has a total of 63.9% of
... Most studies on planning in physical education support the findings from classroom research (Goc-Karp & Zakrajsek, 1987;Housner & Griffey, 1985;Placek, 1984;Sherman, 1979), except for one study that suggests teachers' planning behaviors and decisions center around instructional objectives (Stroot & Morton, 1989). Stroot and Morton found that five of the seven teachers in their study followed Tyler's (1950) planning model. ...
Compared the instructional behaviors of a group of preservice teachers across 2 teaching conditions, planned and unplanned. 12 physical education teacher education majors each taught 2 25-min lessons to 56 9–21 yr olds. Lesson plans were developed for the 1st lesson (planned condition) but not the 2nd (unplanned). Three data collection instruments were used for the analysis of selected teaching behaviors: (1) the Academic Learning Time-Physical Education system, (2) an event recording instrument for coding teacher verbal feedback statements, and (3) the Qualitative Dimensions of Lesson Introduction, Task Presentation, and Lesson Closure system. Results suggest that planning has a positive effect on some preservice teachers' instructional behaviors. For teachers in training, planning is important to the employment of effective teaching behaviors in the interactive teaching environment. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Research on teacher education in physical education has focused almost exclusively on practicums and student teaching during which time teachers receive data-based verbal and written feedback on their teaching performances. Studies have reported the effects of audiocueing to prompt teacher behaviors (van der Mars, 1987;1989); the use of a self management program to change and maintain teaching performances (Eldar, 1990); planning behaviors (Byra & Coulon, 1994;Goc-Karp & Zakrajsek, 1987), supervisory practices (Byra, 1996;Dunbar & O'Sullivan, 1986;Mancini, Wuest, & van der Mars, 1985, Tsangaridou & O'Sullivan, 1994, and training programs directed toward specific instructional skills (Behets, 1993;Randall & Imwold, 1989;Wilkinson, 1991Wilkinson, ,1996. Collectively, these studies provide the basis for empirical support for the process of teacher training in physical education. ...
Directed rehearsal was used to improve the teaching skills of six preservice elementary physical education teachers during a teaching practicum. The teaching skills lesson introduction, lesson closure, task presentation, and general and specific subject-matter feedback were assessed using a multiple baseline design across behaviors for each teacher. Social validity, in the form of the acceptability of directed rehearsal as a teacher training intervention, was also assessed using a questionnaire. Directed rehearsal was effective in improving the teaching skills of the teachers to either 100% correct implementation or, in the case of subject-matter feedback, to an established rate. In addition, the intervention was acceptable to the teachers and the practicum instructor. These results extend both the error correction and the research on teacher education literatures.
Traditionally, all physical education initial teacher training (PEITT) courses in England, and in many other countries, require trainee teachers to complete detailed lesson plans for each lesson they teach in their school-based practicum and then to evaluate those lessons. However, there has been a limited amount of research on lesson planning in PEITT generally or in England specifically. The purpose of this study therefore was to gain an initial insight into how trainee physical education teachers write, use and evaluate lesson plans. Two-hundred-and-eighty-nine physical education trainees in England completed a questionnaire about lesson planning after finishing a block school-based practicum. Frequencies and percentages were calculated for the limited-choice questions on the questionnaires and open-ended questions were analysed using thematic analysis. Results showed mixed responses, with no one method followed by all trainees. Some trainees stated they planned and/or evaluated lessons as taught. Some stated they completed the plan and/or evaluation proforma to ‘tick a box’. The highest percentage of trainees stated it took between half an hour and one-and-a-half hours to plan each lesson. Although most trainees stated they found the plan useful in the lesson, others stated they found it too detailed to use. Some stated they did not deviate from the plan in the lesson, whereas others adapted the plan. The majority of trainees stated that evaluation enabled them to see if objectives had been achieved. Results are discussed in relation to teaching trainees how to plan lessons in PEITT in England.
The objective of this study was to analyze beliefs related to purpose, teaching and learning that teachers of Catholic religion show in their school discipline, how these are related to teaching planning and, how these affect some socializing experiences when forming their beliefs. The results demonstrate that experiences of ecclesiastic participation and work performance have a very important role in the forming of beliefs. Additionally, it is also shown that teachers have constructivist and progressive beliefs about education and learning respectively, both of which are reflected in planning. Finally, in relation to the purpose of the Catholic Religious School Education, results show that their beliefs correspond with the approach of the subject that is presented by the Ministry of Education and take a step away from the critical purpose that is included by the Episcopal Conference of Chile.
Research in health and physical education (HPE) is neither new nor unidimensional. Rather, researchers engaging in HPE research have produced numerous studies evolving in complexity and clarity over a relatively short 35 years of concerted and focused research. Indeed, comprehensive reviews of early research were possible because of few research lines and a short research history (e.g., Nixon & Locke, 1973). Today, however research in health and physical education is a broad and multi-faceted endeavor.
Due to the complex nature of HPE research, this chapter was written with the more narrow focus of research on teaching health and physical education (RT-HPE). This focus involves “research on what teachers and students do and how this affects and relates to learning and social dynamics of the class” (Silverman, 1991, p. 352). This does not include research on teacher education, research on curriculum or behavioral theory, or research on curricular interventions. A review combining two or more of these areas is beyond the scope of this chapter and can be found elsewhere.
The starting point for the present medical curriculum at the University of Washington School of Medicine is generally regarded as beginning with the 1965 report of an ad hoc committee which contained the following paragraphs: A basic curriculum for medical students should provide:
1.
Sufficient flexibility to meet the diverse demands for varied training of medical specialists (including practitioners and academicians), [and] medical scientists...
2.
Sufficient breadth and depth of subject material to prepare the end-product to meet the many demands of our changing society.
Chaque classe, chaque groupe d'apprenants est composé d'individus qui se différencient sur la base de leurs aptitudes physiques et motrices, de leurs attitudes, motivations et objectifs, de leurs styles cognitifs et d'apprentissage. Leur niveau d'éducation et le milieu socio-culturel dans lequel ils vivent constituent d'autres aspects qui façonnent leur personnalité et leurs comportements.
Over the past two years, an abnormal growth phenomenon called shrunk-grain panicle has occurred in a large area in Jiangsu Province of China. The phenomenon is described in details by figures and characters in this article. The method with a japonica rice Wuyujing 3 as the experimental material, the characteristics of grain morphology distribution and the grain weight were studied. Normal and shrunk-grain panicles were sampled from several representative areas. The length, width, and weight of the normal grains were distributed as regular, continuous, and single peaks. Plant growth typically had a right-leaning tendency. On the contrary, the distribution of the grain morphology and weight were irregular and nearly double that of the shrunk-grain panicle. The proportion of the cumulative distribution in the two kinds of peaks was closely related to the degree of shrunk-grain panicle. The article discusses the phenomenon's symptoms, problems, and diagnosis.
Les variations dans la façon d'enseigner l'éducation physique (EP), les hésitations manifestées par des enseignants à l'application du programme d'études et la remise en cause du modèle théorique de programmation de Tyler suscitent un besoin d'information sur le contenu du cours d'EP et la façon dont il est programmé dans des écoles secondaires. Ainsi, deux chefs de groupe et trois enseignants de deux écoles de la région de Québec ont été interviewés avant le début d'une étape. De plus les enseignants répondaient à quelques questions avant chaque séance en plus de permettre la consultation de leurs documents de travail (programme local, plans d'étape et de séances). L'analyse des données ainsi collectées révèle diverses stratégies de programmation, différents types de planification et un constat d'une application partielle des recommandations officielles. /// Variations of teaching method in physical education (PE), teachers' hesitancy in following the official curriculum, and renewed doubt about Tyler's curriculum theory all are leading to a reconsideration of secondary PE curricula and practices. We interviewed two department heads and three teachers from two schools in the Quebec City area at the beginning of a reporting period. The teachers also later answered questions before each lesson in term time, and allowed a close study of their teaching materials (local curriculum, lesson, and unit plans). Analysis of the evidence reveals a wide variety of curricular strategies and of planning, and shows that teachers observe the official program of studies only in part.
The purpose of this study was to examine how eight preservice teachers acquired knowledge of a movement approach to elementary physical education that was highly discrepant from traditional sport-oriented content and instruction. Prior to student teaching, the preservice teachers' knowledge of deeper content objectives was weak and a mid-range aspect of the movement approach was salient. The preservice teachers used knowledge acquisition mechanisms to oversimplify content which resulted in similar problems with understanding the relations among aspects of the approach. In early field experiences they attended to aspects of the approach that were most relevant to their capabilities as novice teachers.
The process of teaching is complex and multidimensional. Teaching behaviors and actions are shaped by numerous cognitive decisions made by the teacher before, during, and after instruction. This article examines teacher cognition across the broad field of education and, more specifically, physical education in teacher planning, instruction, and reflection. To date, research has largely examined the areas of planning, instruction, and reflection separately and often in controlled settings. It is suggested that future researchers examining teachers' thoughts and actions employ methodologies, such as case study, that examine the three processes holistically and in the natural teaching environment, thereby linking actual behaviors with the cognitive processes that produced them.
This investigation evaluated the use of directed rehearsal to improve the teaching behaviors of four preservice elementary physical education teachers during a teaching practicum. Directed rehearsal consisted of two phases: (a) initial feedback following baseline, review of teaching behaviors, and rehearsal; and (b) rehearsal contingent upon errors made during each lesson. Three teaching behaviors were assessed using a multiple baseline design across behaviors for each teacher. Social validity in the form of the acceptability of directed rehearsal as a teacher training intervention also was assessed using a questionnaire. Results indicate that directed rehearsal was effective in improving the teaching behaviors of the four teachers in this study to 100% correct implementation. In addition, the intervention was acceptable to the teachers and the class instructor.
A questão dos saberes docentes e da prática pedagógica perpassa qualquer concepção de ensino. Pensando nisso escolheu-se fazer um recorte deste processo tendo como questão de fundo Saberes Docentes e as Práticas Pedagógicas envolvidos nas Abordagens de Ensino de Educação Física, visando refletir como este processo ocorre/interfere no âmbito das tendências de ensino, bem como poder contribuir para o delineamento da identidade do professor. este contexto o entendimento de conhecimentos e o seus saberes, se privilegiou a leitura de algumas abordagens, como desenvolvimentista, construtivista, crítico-superadora e a sistêmica, buscando encontrar os elementos subsídios para dar suporte aos professores e de se entender quais são as práticas pedagógicas emaranhadas nas tendências de ensino. Dentro desta perspectiva também se faz necessário compreender o que se entende por prática pedagógica, saberes docentes, assim como o próprio histórico da Educação Física escolar. Trata-se, portanto, de um estudo exploratório, de análise qualitativa que utiliza como técnica para a coleta de dados a fonte bibliográfica. O que se verificou foi que as abordagens de ensino são imprescindíveis para se analisar o conjunto de saberes que cada professor carrega na utilização destas vertentes, bem como para a sua prática pedagógica. Todavia faz se necessário uma releitura dos saberes, no âmbito das abordagens para que (re)signifiquem o conhecimento no contexto escolar e da própria Educação Física.
ResearchGate has not been able to resolve any references for this publication.