AN INVESTIGATION IN TEACHING STYLES WHERE INCLUSIVE PRACTICE IS ADOPTED WITHIN MAINSTREAM P.E. (DANCE) IN KEY STAGE 3 EDUCATION.
University of Wales Institute Cardiff
MetadataDangos cofnod eitem llawn
This research investigates teaching styles where inclusive practice is adopted within mainstream P.E. (dance) in Key Stage 3 education. Through an analysis of teaching strategies within inclusion there has been some research conducted to draw out some significant teaching strategies of teachers however, further research is needed within this area. This study reveals specific strategies over a six week period of time by one teacher. The importance of the focus being on one teacher provides an in-depth direct comparison of styles and approaches which were developed and used within the three viewing weeks of observation of these inclusive sessions. The observations provided information of strategies based on the Mosston and Ashworth (1986) teaching spectrum, using this as a guide within each session a development of teaching styles/strategies became clearly evident. An interview was conducted with the teacher and provided an insight into this teacher’s views of inclusion as well as a rationale for the responsive use of different teaching strategies adopted in this inclusive environment. The strategies which were discovered via the observation and interview are then compared and discussed to reveal what strategies are the most practised. The final result demonstrates that the predominate styles used were Styles C (Reciprocal), D (Self-Check), E (Inclusion) and F (Guided Discovery).The strategies will hopefully aid further teaching practice and provide an awareness to create a stronger inclusive enviroment within Key Stage three Education. This research can then be used as a module and base which can be used and adopted for further research. This research is specifically focused on the progression and use of strategies by one teacher however; further research could develop this study by comparing different teachers and their approaches to see if there are any further common threads and comparisons.
Yn dangos eitemau sy’n perthyn drwy deitl, awdur, pwnc a chrynodeb.
Special needs school teacher’s beliefs about inclusion and what teaching styles and strategies best facilitate the inclusion of children with special educational needs in PE lessons? Turrell, Thomas (Cardiff Metropolitan University, 2014)Jing and Ha (2012) performed a review of physical education inclusion literature from the past 20 years. Although they believed many studies have been beneficial to the research area they argued that, a potential limitation ...
Biggs, Michael (University of Wales Institute Cardiff, 2011)The main purpose of the study was to investigate the factors that influence secondary school Physical Education (PE) teachers’ selection of teaching styles during key stage three (KS3) lessons. Two experienced teachers ...
Biggs, Michael (University of Wales, 2011-10-25)The main purpose of the study was to investigate the factors that influence secondary school Physical Education (PE) teachers’ selection of teaching styles during key stage three (KS3) lessons. Two experienced teachers ...