Diversity in teachers’ approaches to movement integration: A qualitative study of lower secondary school teachers’ perceptions of a state school reform involving daily physical activity
| Autor: | Jens Troelsen, Henrik Taarsted Jørgensen, Sine Agergaard, Michalis Stylianou |
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| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
socio-ecological model
media_common.quotation_subject Teaching method Movement Physical Therapy Sports Therapy and Rehabilitation Context (language use) Recontextualisation recontextualisation Physical education Education 03 medical and health sciences 0302 clinical medicine Mathematics education Orthopedics and Sports Medicine autonomy implementation media_common Physical activity 05 social sciences 050301 education 030229 sport sciences school reform Policy Health Social ecological model Psychology 0503 education Autonomy Qualitative research Diversity (politics) |
| Zdroj: | Jørgensen, H T, Agergaard, S, Stylianou, M & Troelsen, J 2020, ' Diversity in teachers’ approaches to movement integration: A qualitative study of lower secondary school teachers’ perceptions of a state school reform involving daily physical activity ', European Physical Education Review, vol. 26, no. 2, pp. 429-447 . https://doi.org/10.1177/1356336X19865567 Jørgensen, H T, Agergaard, S, Stylianou, M & Troelsen, J 2020, ' Diversity in teachers’ approaches to movement integration : A qualitative study of lower secondary school teachers’ perceptions of a state school reform involving daily physical activity ', European Physical Education Review, vol. 26, no. 2, pp. 429-447 . https://doi.org/10.1177/1356336X19865567 |
| DOI: | 10.1177/1356336X19865567 |
| Popis: | In the context of implementing a physical activity policy as part of a national school reform in Denmark, the purpose of this study was to explore lower secondary teachers’ interpretations and perceptions of the physical activity policy with a focus on movement integration. In total, 14 teachers from four different schools were selected to take part in this qualitative study, which involved semi-structured interviews, focus group interviews, go-along observations and informal interviews. A thematic analysis framework was employed to identify and describe patterns of meaning within data. The findings showed substantial diversity among teachers’ interpretations and perceptions of movement integration, and consequently a lack of definitional clarity regarding movement integration and a possible misalignment between policy and practice. Teachers’ perceptions and interpretations of movement integration were influenced by other and more prioritised policies and discourses regarding academic achievement, as well as by intrapersonal, interpersonal and institutional factors. The findings also suggested a lack of support and collaboration within the school and provided insights into the strengths and weaknesses associated with the autonomy afforded in the Danish school reform. |
| Databáze: | OpenAIRE |
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