| Autor: |
Williams, Karen, Kentel, Jeanne Adéle |
| Předmět: |
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| Zdroj: |
Asian Journal of Exercise & Sports Science; 2013, Vol. 10 Issue 2, p60-76, 17p |
| Abstrakt: |
In this paper we examine teachers' experiences of collaborative inquiry in an Irish primary school context. Initiated by a teacher-researcher, four educators engaged in a collaborative approach to teaching gymnastics in their school, contributing to curriculum writing and generative practice throughout the pedagogical process. The experiences of the teachers were storied via reflective response journals and audiorecorded conversations. A merger of narrative inquiry and and hermeneutics is used in analysis. The findings reveal that the collaborative engagement with a curricular concern leads to the emergence of a community of learning and creates a dynamic setting for the deepening of diverse consenting and dissenting pedagogical understandings to occur. Participants underscore the absence of continuous professional development with regard to the gymnastics strand of the physical education curriculum and identify ways the engagement in a community of inquiry might inspire transformation of pedagogical practices. In this inquiry, we raise questions about whether historical and current continuing professional development practices whereby "experts" are called upon to transmit knowledge to practicing educators within limited time frames are affecting meaningful change. We further argue that creating spaces for collaborative learning communities to transpire within a school context might provide an authentic setting for educators to learn and interrogate the curricular and pedagogical challenges faced in physical education. [ABSTRACT FROM AUTHOR] |
| Databáze: |
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