Sports Coaching Pedagogy - Presentation - Assumptions in Teaching
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Transcript of 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’
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
BACKGROUND TO SUBJECT
TOPIC RELATED RESEARCH - THE NINE PROVOCATIONS
ASSUMPTIONS
‘Most assumptions are implicit. We make them
without giving thought to their existence or without
articulating them’
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’
PRACTICAL APPLICATION -PROFESSIONAL EXPERIENCE
• Keentan - A keep away game of catch ball from
the northwest central districts of Queensland played
by both genders.
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
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
CRITICAL EVALUATION OF ASSUMPTION #3
‘Students like group work because they feel involved
and respected in such a setting’
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
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
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.