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

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    Authors
    O'Leary, Nick
    Issue Date
    2014-05-16
    
    Metadata
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    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
    O'Leary, N. (2014) 'Learning informally to use teaching games for understanding: The experiences of a recently qualified teacher', European Physical Education Review, 20 (3) pp. 367–384
    Publisher
    Sage
    Journal
    European Physical Education Review
    URI
    http://hdl.handle.net/2436/606617
    DOI
    10.1177/1356336X14534359
    Additional Links
    http://epe.sagepub.com/cgi/doi/10.1177/1356336X14534359
    Type
    Journal article
    Language
    en
    ISSN
    1356-336X
    1741-2749
    ae974a485f413a2113503eed53cd6c53
    10.1177/1356336X14534359
    Scopus Count
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    Faculty of Education, Health and Wellbeing

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