Research on the teaching practice itself in physical education classes
Implications and challenges perceived by a teacher-researcher
Bibliographic Data
| ID | 12573056 |
|---|---|
| Authors | Aline Rodrigues Santos (0000-0002-9038-3572, Municipal Secretary of Education, Vinhedo, Brazil), Thayse Polidoro João (0000-0001-6996-2863, Municipal Secretary of Education, Vinhedo, Brazil), Isabel Porto Filgueiras (0000-0001-6173-9560, Physical Education Post-Graduate Programme, São Judas University, São Paulo, Brazil), Elisabete Dos Santos Freire (0000-0002-7500-8352, Physical Education Post-Graduate Programme, São Judas University, São Paulo, Brazil, corresponding author) |
| Year | 2020 |
| Volume | 26 |
| Issue | 7 |
| Pages | 759-772 |
| Publication date | 2020-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Sport Education and Society (JOURNAL) |
| Journal identifiers | ISSN: 1357-3322 • E-ISSN: 1470-1243 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13573322.2020.1802712 |
| OpenAlex | W3096948754 |
| Language | EN |
| Citations received | 3 |
| References cited | 23 |
It is through the daily construction of teaching supported by research strategies that the teachers constantly learn and promote their professional development. As they teach, they learn about themselves, their students and the social context. By taking on the task of investigating their own practice, the teacher also learns the art and challenges of being a researcher. Self-study of Teacher Education Practice methodology was used to identify and analyse the challenges and obstacles perceived by a physical education teacher when acting as a researcher of her own teaching. The instruments for producing information were records created by the teacher-researcher: videos, photographs, observation recorded in field notes, interviews with the collaborating teacher and with the children, audio recording and transcription of the collaborative processes understood in the self-study as critical friends, and the teacher’s reflective narrative about the research process. The information produced was analysed in a thematic form, identifying units of meaning according to the purpose of the study. The analysis of the results indicates that the teacher-researcher perceived barriers and methodological difficulties to act simultaneously in the management of the class and in the production and analysis of the information about her teaching, constantly dealing with the complexity of the school’s everyday activities. The perceived challenges emerged in three moments: in the research planning, in the production of information and records, and in the information analysis. The study allowed us to understand that the teachers’ research on their teaching practice is a challenging process of learning, and that their improvement as researchers is a major factor also to the improvement of teaching
Class (philosophy · Context (archaeology · Mathematics education · Meaning (existential · Narrative · Pedagogy · Process (computing · Qualitative research · Sociology · Teacher education · Thematic analysis · Computer Science · Inclusion and Disability in Education and Sport · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology
Self-Study Teacher Research
The state of the art in Self-Study of Teacher Education Practices
Conducting Video Research in the Learning Sciences
Self-Study, Critical Friendship, and the Complexities of Teacher Education
An Introduction to Qualitative Research
What counts as research
Self-study of an elementary generalist physical education teacher educator
Teaching values in physical education classes
School physical education in the transition from solid modernity to liquid modernity
A focus on the how of meaningful physical education in primary schools
Complexity theory
Social justice narratives in academia
Integrating complexity thinking with teacher education practices
Learning to work together
Critical issues in supporting self-study
Using thematic analysis in psychology
Researching Teacher Education Practices
| Unique citing works | 3 |
|---|---|
| Citations per year | 0.6 |
| Citation span | 2021 - 2024 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |