A COMPARISON BETWEEN EXPERIENCED PHYSICAL EDUCATION TEACHERS AND NEWLY QUALIFIED TEACHERS INTO WHAT TEACHING STYLES THEY USE TO PROMOTE PUPIL’S LEARNING
Cardiff Metropolitan University
MetadataDangos cofnod eitem llawn
This study compares teaching styles between newly qualified Physical Education Teachers (five years or less experience) and experienced Physical Education Teachers (over twenty five years of experience). Twelve (six newly qualified, six experienced) teachers participated in the study where a one-to-one semi structured interview was conducted. They were questioned on the adoption of teaching styles from Mosston and Ashworth’s Spectrum and what were their reasons for using those styles. All interviews were subsequently transcribed and analysed by the researcher. Results revealed that experienced teachers had more of a tendency to teach traditional activities (football, rugby, netball, hockey) in a more Command or Practice style, whereas, the newly qualified teachers were more included to use styles such as Reciprocal, Self-Check, Guided Discovery Convergent Discovery and Divergent Discovery. Furthermore there was no significant difference with other variables that influenced teaching styles, however the newly qualified Physical Education Teachers were more included to tailor their lessons towards the participants, whereas, the experienced teachers had a tendency to teach a specific activity in the same way.
Yn dangos eitemau sy’n perthyn drwy deitl, awdur, pwnc a chrynodeb.
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 ...
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 ...