The influence of occupational socialisation upon a teacher's interpretation and delivery of Teaching Games for Understanding to pupils experiencing social and emotional behavioural difficulties
Abstract
This study examined how one physical education (PE) teacher in a specialist school for pupils with social and emotional behavioural difficulties (SEBD) taught Year 9 pupils utilising the Teaching Games for Understanding (TGfU) model. The research identified factors that led to such instruction, and considered the influence of occupational socialisation on the pedagogical approaches of the teacher. Data collection methods were semi-structured interviews and non-participant lesson observations. The resultant data were inductively analysed. Observations revealed that the lessons emphasised problem-solving and limited technical practice. Interviews detailed how the factors influencing this practice were other PE teachers and the nature of the pupils. This research makes two recommendations: first, SEBD schools wishing to utilise TGfU should examine the prior pedagogical experiences of potential employees; second, student teachers wishing to use TGfU in institutions for pupils with SEBD should consider gaining experience of SEBD education prior to higher education in order to put subsequent pedagogical experiences into relevant focus.Citation
The influence of occupational socialisation upon a teacher's interpretation and delivery of Teaching Games for Understanding to pupils experiencing social and emotional behavioural difficulties 2014, 29 (1):57 Support for LearningPublisher
NASENJournal
Support for LearningAdditional Links
http://doi.wiley.com/10.1111/1467-9604.12046Type
Journal articleLanguage
enISSN
02682141ae974a485f413a2113503eed53cd6c53
10.1111/1467-9604.12046