sports coaching pedagogy - presentation - assumptions in teaching

13
Sports coaching pedagogy - Assessment Item 1 ‘Lets look at the assumptions surrounding teaching and how we can reflect upon these to better our teaching

Upload: vanessacoelli1

Post on 07-Jul-2015

208 views

Category:

Education


3 download

DESCRIPTION

This presentation will critically examine the assumptions I bring to education. In critically examining these assumptions, I aim to account for their origin and begin to explore their usefulness within the classroom with special attention given to my KLA – Health and Physical Education.

TRANSCRIPT

Page 1: Sports Coaching Pedagogy - Presentation - Assumptions in Teaching

Sports coaching pedagogy -Assessment Item 1

‘Lets look at the assumptions surrounding teaching and how we can reflect upon

these to better our teaching’

Page 2: Sports Coaching Pedagogy - Presentation - Assumptions in Teaching

AREA OF INTEREST & IMPORTANCE TO STUDY

This presentation will critically examine the

assumptions I bring to education. In critically

examining these assumptions, I aim to account for

their origin and begin to explore their usefulness

within the classroom with special attention given to

my KLA – Health and Physical Education

Page 3: Sports Coaching Pedagogy - Presentation - Assumptions in Teaching

BACKGROUND TO SUBJECT

Page 4: Sports Coaching Pedagogy - Presentation - Assumptions in Teaching

TOPIC RELATED RESEARCH - THE NINE PROVOCATIONS

Page 5: Sports Coaching Pedagogy - Presentation - Assumptions in Teaching

ASSUMPTIONS

‘Most assumptions are implicit. We make them

without giving thought to their existence or without

articulating them’

Page 6: Sports Coaching Pedagogy - Presentation - Assumptions in Teaching

CRITICAL EVALUATION OF ASSUMPTION #1

‘Every teaching event takes place within a social

setting that involves the subjectivity of others and it

appears to me that cross-cultural conflict may arise’

Page 7: Sports Coaching Pedagogy - Presentation - Assumptions in Teaching

PRACTICAL APPLICATION -PROFESSIONAL EXPERIENCE

• Keentan - A keep away game of catch ball from

the northwest central districts of Queensland played

by both genders.

Page 8: Sports Coaching Pedagogy - Presentation - Assumptions in Teaching

CRITICAL EVALUATION OF ASSUMPTION #2

‘Teachers who have been working the longest have

the best instincts about what students want, and what

approaches work best’

• Novice vs. Expert

• Digital native vs. Digital immigrant

• Adapting pedagogy

Page 9: Sports Coaching Pedagogy - Presentation - Assumptions in Teaching

PRACTICAL APPLICATION –PROFESSIONAL EXPERIENCE

Further ResearchTPACK attempts to

identify the nature

of knowledge

required by

teachers for

technology

integration in their

teaching, while

addressing the

complex,

multifaceted and

situated nature of

teacher knowledge

Page 10: Sports Coaching Pedagogy - Presentation - Assumptions in Teaching

CRITICAL EVALUATION OF ASSUMPTION #3

‘Students like group work because they feel involved

and respected in such a setting’

Page 11: Sports Coaching Pedagogy - Presentation - Assumptions in Teaching

PRACTICAL APPLICATION -PROFESSIONAL EXPERIENCE

• Lev Vygotsky – Social Constructivist Theory

• Social constructivism - groups construct knowledge

for one another, collaboratively creating a small

culture of shared artefacts with shared meanings

Page 12: Sports Coaching Pedagogy - Presentation - Assumptions in Teaching

CONCLUSION

• ‘Assumptions about teaching will be built and

broken’

Examine an assumptions origin and usefulness

Give reason to your pedagogical practice

Review and implement teaching strategies

Page 13: Sports Coaching Pedagogy - Presentation - Assumptions in Teaching

REFERENCES

• Britzman, Deborah P. (2003). Practice makes practice: a critical study of learning to teach (Rev.ed) .

State University of New York Press, Albany, p. 28.

• Harrison, N. (2011). Teaching and Learning in Indigenous Education. 2nd edition Sydney: Oxford

University Press, p. 16.

• McWilliam, E. (2005). Unlearning pedagogy. Journal of Learning Design, p.223.

• Murphy, S (2001) The erosion of democracy in education. Detselsig, Calgary, p.145-167.

• Nilsson, P. (2009) European Journal of Teacher Education: From lesson plan to new comprehension:

exploring student teachers’ pedagogical reasoning in learning about teaching, p.152.

• Shulman, S. (2005). Knowledge and Teaching: Foundations of the new reform, Stanford University Lee,

p.81.

• Staub and Stern (2002), Journal of Educational Psychology, American Psychological Association,

p.148.

• Tripp, D. (1994). Teachers’ lives, critical incidents, and professional practice. Qualitative Studies in

Education , p.65–76.