Learning informally to use teaching games for understanding: The experiences of a recently qualified teacher

2.50
Hdl Handle:
http://hdl.handle.net/2436/606617
Title:
Learning informally to use teaching games for understanding: The experiences of a recently qualified teacher
Authors:
O'Leary, N.
Abstract:
This article reports on a study of one recently qualified teacher’s employment of the Teaching Games for Understanding (TGfU) model in a UK secondary school. The study sought to examine how the teacher, not formally educated in its use, delivered TGfU and to identify those factors that led to this interpretation of the model. Occupational socialization was used to explore how childhood experiences of physical education (PE) and sport, higher education and the workplace influenced the experience of learning informally to use the model. Qualitative data are reported from interviews, lesson observations and teacher documentary evidence. Findings illustrated that informal learning during organizational socialization had developed the teacher’s use of TGfU. However, a partial understanding of the tactical problem-solving nature of games and issues around the use of social constructivist learning strategies impeded effective use of the model. It is recommended that teachers attempting to learn informally how to use TGfU effectively receive sustained external expertise and continuing support from colleagues.
Citation:
Learning informally to use teaching games for understanding: The experiences of a recently qualified teacher 2014, 20 (3):367 European Physical Education Review
Publisher:
Sage
Journal:
European Physical Education Review
Issue Date:
16-May-2014
URI:
http://hdl.handle.net/2436/606617
DOI:
10.1177/1356336X14534359
Additional Links:
http://epe.sagepub.com/cgi/doi/10.1177/1356336X14534359
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.date.accessioned2016-04-22T14:05:35Zen
dc.date.available2016-04-22T14:05:35Zen
dc.date.issued2014-05-16en
dc.identifier.citationLearning informally to use teaching games for understanding: The experiences of a recently qualified teacher 2014, 20 (3):367 European Physical Education Reviewen
dc.identifier.issn1356-336Xen
dc.identifier.issn1741-2749en
dc.identifier.doi10.1177/1356336X14534359en
dc.identifier.urihttp://hdl.handle.net/2436/606617en
dc.description.abstractThis article reports on a study of one recently qualified teacher’s employment of the Teaching Games for Understanding (TGfU) model in a UK secondary school. The study sought to examine how the teacher, not formally educated in its use, delivered TGfU and to identify those factors that led to this interpretation of the model. Occupational socialization was used to explore how childhood experiences of physical education (PE) and sport, higher education and the workplace influenced the experience of learning informally to use the model. Qualitative data are reported from interviews, lesson observations and teacher documentary evidence. Findings illustrated that informal learning during organizational socialization had developed the teacher’s use of TGfU. However, a partial understanding of the tactical problem-solving nature of games and issues around the use of social constructivist learning strategies impeded effective use of the model. It is recommended that teachers attempting to learn informally how to use TGfU effectively receive sustained external expertise and continuing support from colleagues.en
dc.language.isoenen
dc.publisherSageen
dc.relation.urlhttp://epe.sagepub.com/cgi/doi/10.1177/1356336X14534359en
dc.rightsArchived with thanks to European Physical Education Reviewen
dc.subjectInformal learning,en
dc.subjectrecently qualified teacheren
dc.subjectsocialization,en
dc.subjectteaching games for understandingen
dc.titleLearning informally to use teaching games for understanding: The experiences of a recently qualified teacheren
dc.typeArticleen
dc.identifier.journalEuropean Physical Education Reviewen
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