Learning informally to use the 'full version of teaching games for understanding

2.50
Hdl Handle:
http://hdl.handle.net/2436/605876
Title:
Learning informally to use the 'full version of teaching games for understanding
Authors:
OLeary, N.
Abstract:
This paper examines an experienced teacher’s employment of the teaching games for understanding (TGfU) model in a UK secondary school. The study sought to investigate how the teacher delivered TGfU and those factors that influenced his informal learning of this instructional model. Occupational socialisation was utilised to determine the factors that influenced his use of TGfU. Qualitative data were collected from interviews, lesson observations and documentary evidence. Inductive data analysis indicated the teacher delivered the ‘full version’ of the model largely congruent with the creators’ intentions. The traditional approach to games teaching seen in his childhood and partially learned in higher education were ‘washed out’ by the influence of teaching colleagues and the development of a student-centred approach to teaching games. This study indicates it is possible to overcome traditional approaches to games teaching and informally learn to use TGfU successfully given conducive circumstances and sufficient time.
Citation:
Learning informally to use the 'full version of teaching games for understanding 2015, 22 (1):3 European Physical Education Review
Publisher:
SAGE Journals
Journal:
European Physical Education Review, Vol. 22, No. 1 (2015)
Issue Date:
20-May-2015
URI:
http://hdl.handle.net/2436/605876
DOI:
10.1177/1356336X15586177
Additional Links:
http://epe.sagepub.com/cgi/doi/10.1177/1356336X15586177
Type:
Article
Language:
en
ISSN:
1356-336X; 1741-2749
Appears in Collections:
FEHW

Full metadata record

DC FieldValue Language
dc.contributor.authorOLeary, N.en
dc.date.accessioned2016-04-19T11:23:00Zen
dc.date.available2016-04-19T11:23:00Zen
dc.date.issued2015-05-20en
dc.identifier.citationLearning informally to use the 'full version of teaching games for understanding 2015, 22 (1):3 European Physical Education Reviewen
dc.identifier.issn1356-336Xen
dc.identifier.issn1741-2749en
dc.identifier.doi10.1177/1356336X15586177en
dc.identifier.urihttp://hdl.handle.net/2436/605876en
dc.description.abstractThis paper examines an experienced teacher’s employment of the teaching games for understanding (TGfU) model in a UK secondary school. The study sought to investigate how the teacher delivered TGfU and those factors that influenced his informal learning of this instructional model. Occupational socialisation was utilised to determine the factors that influenced his use of TGfU. Qualitative data were collected from interviews, lesson observations and documentary evidence. Inductive data analysis indicated the teacher delivered the ‘full version’ of the model largely congruent with the creators’ intentions. The traditional approach to games teaching seen in his childhood and partially learned in higher education were ‘washed out’ by the influence of teaching colleagues and the development of a student-centred approach to teaching games. This study indicates it is possible to overcome traditional approaches to games teaching and informally learn to use TGfU successfully given conducive circumstances and sufficient time.en
dc.language.isoenen
dc.publisherSAGE Journalsen
dc.relation.urlhttp://epe.sagepub.com/cgi/doi/10.1177/1356336X15586177en
dc.rightsArchived with thanks to European Physical Education Reviewen
dc.subjectInformal learningen
dc.subjectexperienced teacheren
dc.subjectoccupational socialisationen
dc.subjectteaching games for understandingen
dc.subjectcommunity of practiceen
dc.titleLearning informally to use the 'full version of teaching games for understandingen
dc.typeArticleen
dc.identifier.journalEuropean Physical Education Review, Vol. 22, No. 1 (2015)en
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