Closing the theory-practice gap: Physical education students' use of jigsaw learning in a secondary school

2.50
Hdl Handle:
http://hdl.handle.net/2436/606593
Title:
Closing the theory-practice gap: Physical education students' use of jigsaw learning in a secondary school
Authors:
O'Leary, N.; Wattison, N.; Edwards, T.; Bryan, K.
Abstract:
Recognising that the theory–practice gap remains problematic in the preparation of physical education (PE) teachers, this study sought to explore three undergraduate students use of jigsaw learning teaching gymnastics during a secondary school placement. Specifically, the research attempted to identify those issues that arose using this learning strategy and consider how these issues might be effectively addressed prior to and during the placement. Utilising an action research design, qualitative data are reported from reflective journals, critical friend observations and pupil comment cards. Findings illustrated that the pupils’ limited practical ability, their minimal teaching capabilities and their problematic social relationships impacted on the students’ use of jigsaw learning. To help close the theory–practice gap it is recommended that university staff, students and supervising teachers consider pupils holistic development in the construction of ‘home’ groups; ensure students are able to teach social skills competently; confirm that students are able to prepare suitable learning resources and, if necessary, consider the use of other learning strategies during secondary school placements.
Citation:
Closing the theory-practice gap: Physical education students' use of jigsaw learning in a secondary school 2014, 21 (2):176 European Physical Education Review
Publisher:
Sage Publications
Journal:
European Physical Education Review
Issue Date:
21-Oct-2014
URI:
http://hdl.handle.net/2436/606593
DOI:
10.1177/1356336X14555300
Additional Links:
http://epe.sagepub.com/cgi/doi/10.1177/1356336X14555300
Type:
Article
Language:
en
ISSN:
1356-336X; 1741-2749
Appears in Collections:
FEHW

Full metadata record

DC FieldValue Language
dc.contributor.authorO'Leary, N.en
dc.contributor.authorWattison, N.en
dc.contributor.authorEdwards, T.en
dc.contributor.authorBryan, K.en
dc.date.accessioned2016-04-22T13:39:08Zen
dc.date.available2016-04-22T13:39:08Zen
dc.date.issued2014-10-21en
dc.identifier.citationClosing the theory-practice gap: Physical education students' use of jigsaw learning in a secondary school 2014, 21 (2):176 European Physical Education Reviewen
dc.identifier.issn1356-336Xen
dc.identifier.issn1741-2749en
dc.identifier.doi10.1177/1356336X14555300en
dc.identifier.urihttp://hdl.handle.net/2436/606593en
dc.description.abstractRecognising that the theory–practice gap remains problematic in the preparation of physical education (PE) teachers, this study sought to explore three undergraduate students use of jigsaw learning teaching gymnastics during a secondary school placement. Specifically, the research attempted to identify those issues that arose using this learning strategy and consider how these issues might be effectively addressed prior to and during the placement. Utilising an action research design, qualitative data are reported from reflective journals, critical friend observations and pupil comment cards. Findings illustrated that the pupils’ limited practical ability, their minimal teaching capabilities and their problematic social relationships impacted on the students’ use of jigsaw learning. To help close the theory–practice gap it is recommended that university staff, students and supervising teachers consider pupils holistic development in the construction of ‘home’ groups; ensure students are able to teach social skills competently; confirm that students are able to prepare suitable learning resources and, if necessary, consider the use of other learning strategies during secondary school placements.en
dc.language.isoenen
dc.publisherSage Publicationsen
dc.relation.urlhttp://epe.sagepub.com/cgi/doi/10.1177/1356336X14555300en
dc.rightsArchived with thanks to European Physical Education Reviewen
dc.subjectTheory–practice gap,en
dc.subjectphysical educationen
dc.subjectjigsaw learning,en
dc.subjectaction researchen
dc.titleClosing the theory-practice gap: Physical education students' use of jigsaw learning in a secondary schoolen
dc.typeArticleen
dc.identifier.journalEuropean Physical Education Reviewen
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