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dc.contributor.authorJayantilal, Kumar
dc.contributor.authorO'Leary, Nick
dc.date.accessioned2020-08-24T11:00:18Z
dc.date.available2020-08-24T11:00:18Z
dc.date.issued2020-08-19
dc.identifier.citationJayantilal, K and O'Leary, N. (2020) The factors influencing two primary teachers’ interpretation of games, Education 3-13. https://doi.org/10.1080/03004279.2020.1810094en
dc.identifier.issn0300-4279en
dc.identifier.doi10.1080/03004279.2020.1810094en
dc.identifier.urihttp://hdl.handle.net/2436/623508
dc.descriptionThis is an accepted manuscript of an article published by Taylor & Francis in Education 3-13 on 19/08/2020, available online: https://doi.org/10.1080/03004279.2020.1810094 The accepted version of the publication may differ from the final published version.en
dc.description.abstractResearch studies investigating the occupational socialization of primary teachers delivering physical education has been conspicuous by its absence (O’Leary, N. 2019. “Teacher socialization in physical education: new perspectives.” Sport, Education and Society 24 (6): 668–671). Using Lawson’s, H. (1986. “Occupational socialization and the design of teacher education programs.” Journal of Teaching in Physical Education 5 (2): 107–116) theoretical framework, this study examined two primary teachers’ interpretation of games and the socialising factors influencing their pedagogical games practices. Data were collected using semi-structured interviews and analysed inductively. Three themes appeared around both teachers’ games perspectives: an emphasis on technical learning, a differing use in teaching styles and a contrasting focus on strategical and tactical understanding. A variety of factors influenced these beliefs: negative childhood experiences of physical education, an innovative higher education degree, a continuous professional development course, a physical education planning scheme and the needs of the pupils. It was recommended that practitioners could engage in continuous professional development that develops their strategical and tactical subject knowledge. Furthermore, to complement such courses, teachers could pursue informal learning and utilise communities of practices. Finally, teachers could undertake action research.en
dc.formatapplication/pdfen
dc.languageen
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/03004279.2020.1810094en
dc.subjectphysical educationen
dc.subjectprimary educationen
dc.subjectoccupational socializationen
dc.subjectgames teaching and learningen
dc.subjectpedagogyen
dc.titleThe factors influencing two primary teachers’ interpretation of gamesen
dc.typeJournal articleen
dc.identifier.eissn1475-7575
dc.identifier.journalEducation 3-13en
dc.date.updated2020-08-20T11:53:17Z
dc.date.accepted2020-08-04
rioxxterms.funderUniversity of Wolverhamptonen
rioxxterms.identifier.projectUOW24082020NOen
rioxxterms.versionAMen
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en
rioxxterms.licenseref.startdate2022-02-19en
dc.source.beginpage1
dc.source.endpage17
dc.description.versionPublished online
refterms.dateFCD2020-08-24T10:58:58Z
refterms.versionFCDAM


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