Valuing Learning in, through, and about Sport-Physical Education and the Development of Sport Literacy

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Author(s): Shane Pill (Flinders University, Australia)
Copyright: 2015
Pages: 16
Source title: Transforming the Future of Learning with Educational Research
Source Author(s)/Editor(s): Helen Askell-Williams (Flinders University, Australia)
DOI: 10.4018/978-1-4666-7495-0.ch002

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

This chapter offers a clear and convincing argument for reconceptualising current approaches and dominant paradigms at play in Physical Education Teacher Education (PETE). Throughout the study reported in this chapter, the author draws on his experience as an early career academic that came to PETE with 18 years of experience in teaching and developing Physical Education (PE) curricula in schools. This research is, therefore, an example of reflection in action requiring a reflexive standpoint acknowledging that he is included in the subject matter that the author was trying to understand. As he interrogated the autobiographical data and research literature, theoretical concepts emerged to inform his theorising and to expand his thinking about the practice of sport teaching in PE. The author confronts the models, metaphors, and images that had been part of his apprenticeship of observation and pre-service teacher training.

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Valuing Learning in, through, and about Sport-Physical Education and the Development of Sport Literacy

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