Examining current provision, practice and experience of initial teacher training providers in Ireland preparing pre service teachers for the inclusion of students with special education needs in physical education classes.

Research from an international perspective in relation to the preparation of pre service teachers in physical education and special educational needs indicates that initial teacher training providers are inconsistent in the amount of time spent addressing the issue and the nature of curricular content (Vickerman, 2007). In Ireland, research of Meegan and MacPhail (2005) and Crawford (2011) indicates that physical education teachers do not feel adequately prepared to accommodate students with Special Educational Needs (SEN) in physical education classes. This study examined initial teacher training provision in Ireland in the training of pre service physical education teachers in SEN. The methodology used was qualitative and included questionnaires and interviews (n=4). Findings indicated that time allocation (semester long modules), working with children with disabilities in mainstream settings (school or leisure centre based), lack of collaboration with other PETE providers (n=4) and a need for continued professional development were themes in need of address. Using a combined approach where the recently designed European Inclusive Physical Education Training (Kudlácěk, Jesina, & Flanagan, 2010) model is infused through the undergraduate degree programme is proposed. Further, the accommodation of hands on experience for undergraduates in mainstream settings and the establishment of inter institutional communities of practice, with a national disability research initiative, is essential to ensure quality adapted physical activity training can be accommodated throughout Ireland.

Workplace Learning in Physical Education : Emerging Teachers’ Stories from the Staffroom and Beyond

Pre-service and beginning teachers have to negotiate an unfamiliar and often challenging working environment, in both teaching spaces and staff spaces. Workplace Learning in Physical Education explores the workplace of teaching as a site of professional learning. Using stories and narratives from the experiences of pre-service and beginning teachers, the book takes a closer look at how professional knowledge is developed by investigating the notions of ‘professional’ and ‘workplace learning’ by drawing on data from a five year project. The book also critically examines the literature associated with, and the rhetoric that surrounds ‘the practicum’, ‘fieldwork’ ‘school experience’ and the ‘induction year’. The book is structured around five significant dimensions of workplace learning: Social tasks of teaching and learning to teach Performance, practice and praxis Identity, subjectivities and the profession/al Space and place for, and of, learning Micropolitics As well as identifying important implications for policy, practice and research methodology in physical education and teacher education, the book also shows how research can be a powerful medium for the communication of good practice. This is an important book for all students, pre-service and beginning teachers working in physical education, for academics researching teacher workspaces, and for anybody with an interest in the wider themes of teacher education, professional practice and professional learning in the workplace.

Thinking about complexity thinking in physical education

In the past two decades, complexity thinking has emerged as an important theoretical response to the limitations of orthodox ways of understanding educational phenomena. Complexity provides ways of understanding that embrace uncertainty, non-linearity and the inevitable ‘messiness’ that is inherent in educational settings, paying attention to the ways in which the whole is greater than the sum of its parts. This is the first book to focus on complexity thinking in the context of physical education, enabling fresh ways of thinking about research, teaching, curriculum and learning. Written by a team of leading international physical education scholars, the book highlights how the considerable theoretical promise of complexity can be reflected in the actual policies, pedagogies and practices of physical education (PE). It encourages teachers, educators and researchers to embrace notions of learning that are more organic and emergent, to allow the inherent complexity of pedagogical work in PE to be examined more broadly and inclusively. In doing so, Complexity Thinking in Physical Education makes a major contribution to our understanding of pedagogy, curriculum design and development, human movement and educational practice.

`I feel enlightened now, but...`: the limits to the pedagogic translation of critical social discourses in physical education

The emancipatory goal that underpins critical theories of teaching and learning is built on a theory of rational self-determination. In the context of physical education, critical educators believe that through a process of enlightenment teachers can recognize and transform elements of injustice and inequality that exist, albeit unwittingly, in their practice. However, despite the broad appeal of this orientation there are relatively few empirical accounts of how theories of enlightenment manifest themselves in the practice of emancipation. Propelled by the lacuna that clearly exists between critical theory and critical practice, this paper reports on the introduction of critical social discourses to a preservice PE program. It uses a case study methodology to report on two student-teachers' engagement with a range of critical social discourses during a year-long PE unit. The paper discusses some of the ways these students engaged with the theory and practice of a critical orientation for teaching and learning in physical education. Aspects of their experiences are then interpreted through Fay's (1987) critical but postmodern "limits to change" thesis. The paper concludes with tempered optimism about the potential for critical social discourses to guide preservice teachers in practical ways.

Knowledge, identities and dilemmas of the self in physical education teacher education

The purpose of this study was to understand how becoming a physical education teacher is shaped by personally and socially constructed knowledge and is affected by the rules and resources of the structural systems in which physical education teacher education (PETE) takes place. The study was influenced by the traditions of Personal Construct Theory (Kelly 1955), the theoretical tenets of social constructionism (Gergen 1991), and Giddens’s work on structuration (1984) and self-identity (1991). Ten PETE students participated in the study over almost three years. They undertook repertory grid sessions periodically through their study, followed by ‘learning conversations’, in which the grid itself was discussed, reworked and collaboratively analysed. All conversations were audio taped and were fully transcribed. The data were analysed in three ways, all of which were used to construct a story of the study. First, the grids were analysed for patterns, consistencies across students and for consistencies within students. These grids provided the first level story that related to constructions of knowledge. These constructions were then content analysed using analysis categories developed from Gergen’s notion of the saturated self and Giddens’ ideas of identity in late modernity. These analyses represented what Giddens calls a double hermeneutic since to all intents and purposes, the story of the study was constructed from the participants’ constructions of what it is to be a physical education teacher. The data suggests that during the process of constructing professional knowledge the student experienced a series of dilemmas of professional self-identity. It seems that to become a PE teacher, the dilemmas must be worked through until a position of what Giddens calls ontologist security has been achieved. Some students in this study had not managed to reach such a point before they left university and entered the teaching profession. In spite of this, the methods of the study allowed the participants to begin to articulate their theories and visions of teaching physical education. The therapeutic qualities of Kelly’s theory encouraged a number of the students to ‘see it differently’ (Rossi, 1997) and to begin to develop a rationale for physical education based on educational practice that considers the needs of individuals and the promotion of a socially just community. I have argued however that this ‘critical’ approach to physical education pedagogy was considered risky and as such students who were prepared to engage in such risk strategies also had other strategic relational selves (Gergen, 1991) to minimise risk at key times during their teacher education.

Theory and practice of physical education /

v. 3, 1915.

The socialization of teachers who teach young students experiencing physical disability in physical education

The purpose of this study was to explore the socialization of teachers in physical education, with a focus on their experiences of teaching and learning to teach children living with physical disabilities. Data were collected using qualitative interviews and through analysis of program calendars for publicly-funded institutions offering pre-service teacher education programs. Despite being largely viewed as the least effective form of socialization, pre-service teacher education has the potential to influence a teacher’s confidence and performance in the classroom. Results of this study indicate that the socialization experiences of teachers continue to be strong indicators of performance, and that both specialist and generalist teachers lack positive socialization experiences that include students with physical disabilities in physical education. This limits the experience, knowledge and skills they have to draw on in their physical education teaching practice. Coupled with a lack of resources and expertise available, teachers are left under-prepared and without enough resources to provide high quality physical education to children living with physical disabilities.

The link between policy and practice in science education : the role of research

Policy has been a much neglected area for research in science education. In their neglect of policy studies, researchers have maintained an ongoing naivete about the politics of science education. In doing so, they often overestimate the implications of their research findings about practice and ignore the interplay between the stakeholders beyond and in-school who determine the nature of the curriculum for science education and its enacted character. Policies for education (and science education in particular) always involve authority and values, both of which raise sets of fascinating questions for research. The location of authority for science education differs across educational systems in ways that affect the role teachers are expected to play. Policies very often value some groups in society over others, as the long history of attempts to provide science for all students testifies. As research on teaching/learning science identifies pedagogies that have widespread effectiveness, the policy issue of mandating these becomes important. Illustrations of successful policy to practice suggest that establishing conditions that will facilitate the intended implementation is critically important. The responsibility of researchers for critiquing and establishing policy for improving the practice of science education is discussed, together with the role research associations could play if they are to claim their place as key stakeholders in science education.

Developing a social justice framework to ensure good practice in higher education

As higher education institutions respond to government targets to widen participation, their student populations will become increasingly diverse, and the mechanisms in place to support student success and retention will be more closely scrutinised.

Developing a social justice framework to ensure good practice in higher education

The concept of student engagement is a key factor in student achievement and retention and Australasian universities have a range of initiatives aimed at monitoring and intervening with students who are at risk of disengaging. Given the aspirations about widening participation, it is absolutely critical that these initiatives are designed to enable success for all students, particularly those for whom social and cultural disadvantage have been a barrier. Consequently, these types of initiatives must be consistent with the concept of social justice and a set of principles would provide this philosophical foundation for the sector. An Australian Learning and Teaching Council (ALTC) project that involves ten Australasian universities, is designing of a suite of resources for the sector which will include: (1) a set of principles for good practice in MSLE, (2) a good practice guide for the design and implementation of institutional MSLE policy and practice, and (3) a collection of resources for and exemplars of good practice to be taken up by the sector. This workshop session will provide an opportunity for participants to examine the draft set of principles and to discuss their potential value for the participants’ institutional contexts. Australian Learning and Teaching Council Competitive Grant CG10-1730 2010-2012: Good practice for safeguarding student learning engagement in higher education institutions.