27 SES 13 B JS, Teaching Traditions and Learning in Physical Education and Science Education (Part 2)
Symposium Joint Session NW 18 with NW 27 continues from 27 SES 12 B JS
According to Lidar et al (2012) and Lundqvist et al. (2012), a teaching tradition shapes the curriculum in the sense that it contains ideas about the goals of school subjects and therefore about the kind of skills expected from the students in order to achieve these specific goals. Contrary to science education for which Östman (1996) defined a threefold teaching traditions typology (academic, moral, applied), no such typology exists for physical education, even if multiple perspectives of physical education are described in the literature (Krüger, 2012; NASPE, 1995; Cliff et al., 2009 and Kirk, 2010). The aim of this paper is to clarify and discuss similarities and differences between the curricula for physical education in secondary schools in Sweden, France and Switzerland, with a special focus on gymnastics and fitness. We chose these two practices because they are liable to highlight the similarities and differences across contexts in terms of didactic transposition (Chevallard, 1985/1991). How is their artistic dimension considered? What is the priority between creativity and imitation? What kind of interactions between students or between teacher and students are proposed? The analysis take the following dimensions into account: (a) historical roots of the curriculum texts; (b) general structure of the curriculum texts; (c) general recommendations; and (d) skills expected from the students and examples of subject contents in both focused practices. The historical roots of the curriculum texts influence current structure, general recommendations, skills and subject contents, and contribute to determine regularities whose identification would be a first step in determining teaching traditions in physical education. Gymnastics and fitness can be taught within different teaching traditions. In the presentation we also discuss how the results from this research can be used in studying teaching and learning, as they are observable in the teacher’s and students’ joint action.
Chevallard, Y. (1985/1991). La transposition didactique. Du savoir savant au savoir enseigné (3e éd.). Grenoble: La pensée sauvage. Cliff, K.P., Wright, J., & Clarke, D. (2009). What does a ‘sociocultural perspective’ mean in Health and Physical Education? In M. Dinan-Thompson (Ed.), Health and Physical Education (pp. 165-179). Oxford: Oxford University Press. Kirk, D. (2010). Physical Education Futures. London: Routledge, Taylor and Francis. Krüger, A. (2012). Multiperspectivity as a basis of current german physical education. Movement & Sport Sciences, 78, 11-23. Lidar, M., Karlberg, M., Lundqvist, E., & Almqvist, J. (2012). Manners of Teaching and Teaching Traditions in Science Education: What Do Teachers Emphase? Paper presented in Network 27 Didactics / Learning and Teaching. ECER, 18-21 sept., Cadiz, Spain. Lundqvist, E., Almqvist, J., & Östman, L. (2012). Institutional traditions in teachers’ manners of teaching. Cultural Studies of Science Education, 7(1), 111-127. National Association for Sport and Physical Education (1995). Looking at Physical Education from a Developmental Perspective: A Guide to Teaching. Reston, VA: American alliance for health, Physical Education, Recreation and dance. Östman, L. (1996). Discourses, discursive meanings and socialization in chemistry education. Journal of Curriculum studies, 28(1), 37-55.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
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