The experience of teaching as a learner, collaborator, and a catalyst: collective experiences of using game based approaches to teach games

Jarrett, Kendall and Light, Richard (2018) The experience of teaching as a learner, collaborator, and a catalyst: collective experiences of using game based approaches to teach games. European Physical Education Review, . ISSN 1356-336X. E-ISSN 1741-2749. (doi:10.1177%2F1356336X17753023) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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https://doi.org/10.1177%2F1356336X17753023

Abstract

This study focuses on the analysis of collective meaning associated with secondary physical education teachers’ (n ¼ 12) experiences of teaching games using a game based approach (GBA). Participants taught in one of two different international contexts, southeast Australia or southeast England, and all had some experience of using a GBA to teach games. A phenomenographic research framework was utilised to uncover the qualitatively finite number of ways that GBArelated teaching was/can be experienced. As guided by use of a phenomenographic analysis framework, three conceptions of awareness were identified that detail the collective meaning associated with participants’ experiences of teaching using a GBA, namely that of a Learner,a Collaborator and/or a Catalyst. An analysis of findings is presented with discussion focusing on what can be learnt from the different ways GBA teaching is experienced and implications for GBA teaching practice.

Item Type: Article
Uncontrolled keywords: Teaching experience, game based approaches, phenomenography, variation theory, physical education
Divisions: Faculties > University wide - Teaching/Research Groups > Centre for the Study of Higher Education
Depositing User: Kendall Jarrett
Date Deposited: 29 Oct 2018 15:24 UTC
Last Modified: 30 Oct 2018 11:06 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/69843 (The current URI for this page, for reference purposes)
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