The walking rhythm of physical education teaching : an in-path analysis
| Autor: | Jonas Risberg, Joacim Andersson |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2019 |
| Předmět: |
Pragmatism
Rhythm analysis pragmatism Teaching method media_common.quotation_subject Physical Therapy Sports Therapy and Rehabilitation video research Education Physical education 03 medical and health sciences 0302 clinical medicine Rhythm Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION Orthopedics and Sports Medicine Video technology Path analysis (statistics) media_common rhythm analysis Pedagogy 05 social sciences Video research Didactics Pedagogik 050301 education 030229 sport sciences Body pedagogics Didaktik environing Psychology 0503 education |
| Popis: | Background: While studies of teaching frequently preserve an interest in teacher-pupil encounters that take place in certain spots, this article shows how teachers' can be understood as in-path instructors, which is significant for student-based learning. This complements studies that have mainly focused on teachers instructional work taking place at certain spots. Purpose: The purpose is to describe how a PE teacher's rhythmic labouring of the diverse settings in the gym creates a learning environment. By examining emplacement (spatial) and empacement (temporal) as important aspects of how learning environments are constituted, this article contributes a framework for studying and analysing a teacher's work from a moving vantage point. Conclusions: Based on a video ethnographic approach and using a wearable camera attached to the teacher's chest, the analysis of a station-wise lesson show how the teacher frequently covers a large part of the room and creates a web of educational challenges and possibilities. These brief encounters are identified as important tools that support each pupil's rhythm and engagement in the learning activities and maintain the corporate rhythm of a class. Furthermore, by analysing the teacher's temporal and spatial walking technique, which helps the pupils to transit between and accomplish practical exercises, the article highlights how the teacher's ability to support pupils' progression partly builds on a regional knowledge that is cultivated by the array of encounters. |
| Databáze: | OpenAIRE |
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