the teacher-as-researcher and the future survival of physical education
DESCRIPTION
My Key note address given to a Turkish physical education symposium on the idea of the "teacher-as-researcher"TRANSCRIPT
The teacher-as-researcher: the future survival of physical education
Dr Ashley CaseyUniversity of Bedfordshire
We are facing
EXTINCTION
“Nothing short of major
reconceptualisation of physical
education is required
- Larry Locke”
Physical educationalist persistently teach the same introductory units of work regardless of the age and past experiences of the students.
- Daryl Siedentop
There is little vertical progression in the development of techniques [in physical education]
- David Kirk
“physical education makes both enemies and
friends of young people.”
- Richard Tinning
“too often adults have to
recover from experiences as
adolescents in physical
education” - Larry Locke
Schools of the industrial age
Foucault, 1977
‘rank’ defines the distribution of individuals in the educational order.
before Physical Education the term was ‘physical training’, which in turn was preceded by an activity known as ‘drill’.
- Moving and Growing (1952)
Resistance to the overt influence of militarism.
- David Kirk
physical-education-
as-gymnastics
Teaching is a Step-by-Step process
physical-education-
as-sports
-
technique
This has created a
‘Nike’ school of teaching
Just do it- Stephen
Brookfield
David Kirk offered 3 futures
More of the same
Radical Reform
extinction
More of the same
Insanity is doing the same thing over and over again and expecting different results.
- Albert Einstein
It has been repeatedly reported that physical education is failing its students and the adults that they become.
extinction
A recent paper in a medical journal suggested that doctors replace teachers and force students to engage in 20 minutes of exercise a day.
Generation XL
Is this whatPhysical education should be?
More Nintendo Wii
sold than there are people in
TurkeyWii Turkey
01020304050607080
75 M72 M
Is this the Future of Physical Education?
Radical Reform
This change can be teacher-centred or agenda centred
Either we, as teachers of physical education, play a role in change or the change will be made for us
Plan for the future
Schools, unlike crocodiles, *must evolve
*120 Million Years
Need a CHANGE of
Direction
It is impossible to see how there can be an adequate flow of subject-matter to set and control the problems investigators deal with, unless there is active participation on the part of those directly engaged in teaching.
- John Dewey
Take stock
“rapid socialisation into a redundant occupational culture and the obsolete practices it sustains”
- John Elliott
infallible expert model
- John Elliott
TeacherTells
StudentListens
“We are powerful and natural explorers and this never leaves us.”
- John Medina
Change the position of the teacher-as-instructor
Position the teacher-as-researcher and therefore as a listener
StudentTells
TeacherListens
“Self-education is, I firmly believe, the only kind of education there is.”
- Issac Asimov
An Example of Practitioner Research in
Physical Education
Teacher-as-
researcher
Aims of Practitioner Research
Alternative futures
Who can be a Teacher-as-Researcher?
Me
ellenmac11’s Flickr photostream
Teacher
1996-2009
TeacherTeacher Educator2009-Present
Student2002-2010
Master’s
PhD
AuthorAuthor
CLSE
TGfUAR CPD
Reflective Practitioner
Journal Writer
BLOGGER
www.peprn.com
53
Twee
ter
@DrAshCasey
55
What is
teacher-as-
Researcher?
“a creative and autonomous individual within a broader community of teacher-scholars working in the classroom as a living laboratory and striving for continuing development through thoughtful experimentation.”
- Lawrence Stenhouse
the practitioner takes on the role of researcher
”In order to understand
and improve practice it
needs be understood
within the context of daily
work
We learn because we do and subsequently undergo the consequences of our doing. - Biesta (2007)
“The idea is that of an educational science in which every classroom is a laboratory, each teacher a member of the scientific community.” - Lawrence Stenhouse
“Research functions not as a distraction from practice but as a development of it.”
- Donald Schon
Reflective Practitioner
1st Place - Best
Teacher
Not because they say they are
Practitioner Research in
Physical Education
Teacher-as-
researcher
Aims of Practitioner Research
Alternative futures
The aim is to do something and then test the outcomes
teachers set their own starting point and yet have no notion of their potential destination
- Meyer, Hamilton, Kroeger, Stewart & Brydon-Miller (2004)
The ambiguity of the finishing point in practitioner research is a key facet of the approach.
No hypothesis to prove
Practitioner (or Action) Research
Adapted from Lewin 1946
Overall Plan
Adapted from Lewin 1946
First Step
Adapted from Lewin 1946
Evaluate the action
Adapted from Lewin 1946
Gather new insights
Adapted from Lewin 1946
Plan the next step
Adapted from Lewin 1946
Modify the overall Plan
Adapted from Lewin 1946
Cycles within cycles
An Example of Practitioner Research in
Physical Education
Teacher-as-
researcher
Aims of Practitioner Research
Alternative futures
action research allowed me to change
Adapted from Kemmis(2009)
my practice my understanding of my practices
the conditions in which I practised
Example
Focused on pupil understanding of athletics, not simply their levels of performance.
How did I teach differently?
Enduring teams Lots of work
before and after lessons
Increased teacher movement
targeted use of voice
Responded to student needs
Facilitated not directed learning
MediatedStudent-Learning Teams
Sought answers rather than giving them
Unit of Work
Jumping
How do I jump further?
Students develop key learning points
Throwing
Similarities between pushing,
pulling etc
Students develop key learning points
Running Fast
What is the pattern of my running over 6
seconds?
Students develop key learning points
Running Long
Using different stride lengths
Students develop key learning points
Examples of Learning Cues
Drive knee up Throw hands
back on landing
Hang in the air
Weight forwards on landing
Look UpSprint through the board
Jump up11 pace run up
Don’t look at the board on take off
Results
Participant
LearningProgression
& Motivation
Student-
centred
Unfamiliar
Obstacles
Changing
Role
Participant Learning
Learning was academic and social
Participant Learning
Kevin said:
Because I go to a different athletics club I use what we’ve learned in lessons in training so that I can build on what we did in school and put it into practice.
Participant Learning
Remi believed that:
We’ve been pushing each other to do better… we played an important part in each other’s learning.
Participant Learning
I felt that:
Students learnt how to get the most out of a cooperative learning pedagogy
Participant Learning
Progression& Motivation
Alan Said
I was pretty surprised that we hadn’t done the same things again, normally it happens all the time but we didn’t do it, which kinda helped a bit because it feels like you’re being treated like a baby when you go over the same thing about 50 times.
Progression& Motivation
Max thought
you’d think we’d forgot it but we haven’t.
Progression& Motivation
Gary believed that:
Instead of just thinking “oh I can’t be very good at that”, I don’t want to do that, I actually tried a bit and found I was good at certain things like distance.
Progression& Motivation
I said
Students felt better about themselves which had a positive effect on their involvement in the lessons.
Progression& Motivation
STUDENT-CENTRED
‘Carlos’ wrote
With this way of teaching, I think Ashley had built an appropriate learning environment and a positive climate for all kinds of students from low to higher abilities to explore.
STUDENT-CENTRED
Chris said
We worked in our own groups when there wasn’t a teacher there at some times, and that we sort of taught ourselves instead of them teaching us directly.
STUDENT-CENTRED
I belived that the students had
Transferred their learning skills, in terms of vocabulary and understanding of how to act and react in a student-centred pedagogy
STUDENT-CENTRED
UNFAMILIAR OBSTACLES
My familiarity with CL
Helped me to overcome my unfamiliarity with my changing role and become a positive, interdependent and social learner
UNFAMILIAR OBSTACLES
I believed that
I put myself, and my pedagogy, in serious risk of failure.
UNFAMILIAR OBSTACLES
Change did not occur easily
UNFAMILIAR OBSTACLES
My aspirations as a teacher didn’t match the reality I witnessed in my classrooms.
UNFAMILIAR OBSTACLES
CHANGING ROLES
Stuart felt
Mr Casey just keeps a general eye on everything to make sure nobody’s messing about, or help everyone if they don’t know what they’re doing.
CHANGING ROLES
David said (about me)
He acted like a supervisor, like he went round all the groups if we were struggling, but he left us to do it on our own so if we got stuck we could ask for help.
CHANGING ROLES
I firmly believed:
The use of both action research and cooperative learning allowed me to mature beyond the basic process of ‘use’ and begin to establish my pedagogy as being motivational, progressional and student-centred.
CHANGING ROLES
CONCLUSION
CONCLUSIONS
Action research supported my use of cooperative learning.
“innocence in teaching meant that, as teachers, we believed that we knew what we are doing and how we were affecting our pupils”
- Stephen Brookfield
“action research has begun to
emerge as one strategy for
improving teaching and
learning in physical education”
- David Kirk
“The difference between what teachers feel that they could achieve and what they actually ‘pull off’”
- Hal Lawson
Practitioner Research in
Physical Education
Teacher-as-
researcher
Aims of Practitioner Research
Alternative futures
it is not the strongest of the species that survive, nor the most intelligent, but the ones most responsive to change.
- Charles Darwin
We need to change
Direction
We are born inquisitive
“Where teachers are able to reflect, access new ideas, experiment and share experiences within school cultures and where leaders encourage appropriate levels of challenge and support, there is greater potential for school and classroom improvement
- Muijs and Lindsay (2008)”
We can experiment and enhance student learning
teacher-as-researcher
We just need to listen...
Good Luck
Photograph Credits1. Image from iStockphoto2. “Fossil 2” by BTK on Stock.xchng 3. Image from iStockphoto4. Image from iStockphoto8. Image from iStockphoto9. “Ladle in the pit” from losthalo's Flickr photostream10. “Paper” from iStockphoto11. “Wellington Physical Training School Men doing stretches 1898” by National Library NZ on Flickr12. “Physical education class at Nelson College for Girls” by National Library NZ on Flickr13. “TV” by Lilie on Stock.xchng13. “Gymnastics” from Flickr14. Image from iStockphoto15. “TV” by Lilie on Stock.xchng15. “Old Libyan Sport” by azooo on Flickr16. “Nike” by CaglarCity on Flickr17. Image from iStockphoto18. Image from iStockphoto
Photograph Credits19. “Albert Einstein and Others” from Smithsonian Institution on Flickr21. “Fossil 2” by BTK on Stock.xchng 22. “Medical doctor” by Kurhan on stock.xchng23. “Obesity Illustration” by combined media flickr24. Image from iStockphoto25. Image from iStockphoto27. Image from iStockphoto27. “Keaton on the Wii Fit” from Bradjward's Flickr photostream28. Image from iStockphoto29. Grand National Assembly of Turkey image from Google Images30. Image from iStockphoto31. “pregnancy” by Memoossa on Stock.xchng32. “Beneath You” by sveres on Stock.xchng33. “Traffic Sign 39” by Sundstrom on Stock.xchng34. Image from iStockphoto35. Image from iStockphoto36. “Vintage People on a cruise ship” by dyet on Stock.xchng
Photograph Credits37. Image from iStockphoto38. Image from iStockphoto39. “Photo Frame 8” by ba1969 on Stock.xchng40. Image from iStockphoto41. Image from iStockphoto42. Image from iStockphoto43. “Studying for a test” by hvaldez1 on stockxchng44. Image from iStockphoto44. “Sexy Bow” by g-point on Stock.xchng44. Image from iStockphoto44. “Fossil 2” by BTK on Stock.xchng 46. “The Coach” from ellenmac11’s Flickr photostream49. “Flicking Pages” by tomdavies on Stock.xchng50. Image from iStockphoto51. “Thematic Journal” from NG71’s Flickr photostream57. Image from iStockphoto58. “The teacher” by Prozac74 on Flickr
Photograph Credits60. “Photo Frame 8” by ba1969 on Stock.xchng60. “Running on empty” by 28Photos on Flickr61. “Lab” by clix on stock.xchng63. “Rodin's Thinking Man” by tegebug on Flickr64. “Blue Ribbon” by ba1969 on flickr65. Image from iStockphoto66. “Excellent” by kikashi on flickr67 . “Sexy Bow” by g-point on Stock.xchng68. “Target” by 7rains on flickr70. “Chequered Flag” by tharrin on flickr71. “?!” by dhiegaum on Stock.xchng72. Image from iStockphoto81. Image from iStockphoto82. Image from iStockphoto84. Image from iStockphoto89. Image from iStockphoto90. Image from iStockphoto
Photograph Credits116. Image from iStockphoto117. Image from iStockphoto118. Image from iStockphoto119. “Fossil 2” by BTK on Stock.xchng 120. “Charles Darwin” by Colin Purrington’s Flickr photostream121. “Traffic Sign 39” by Sundstrom on Stock.xchng122. Image from iStockphoto125. Image from iStockphoto126. Image from iStockphoto127. Image from iStockphoto