'In the local context': Singaporean challenges to teaching games on practicum

'In the local context': Singaporean challenges to teaching games on practicum

This is an investigation of 'situated learning' among Singaporean physical education student teachers (STs) (n=11) who used a games concept approach (GCA) on their practicum in primary schools. Introduced to the physical education curriculum as part of a revised, mandated national syllabus...

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Bibliographic Details
Published in:Sport, education and society Vol. 9; no. 1; pp. 3 - 32
Main Authors: McNeill, M.C., Fry, J.M., Wright, S.C., Tan, W.K.C., Tan, K.S.S., Schempp, P.G.
Format: Journal Article
Language:English
Published: Taylor & Francis Ltd 01-03-2004
Routledge
Subjects:
Elementary School Students
Evaluation Criteria
Foreign Countries
Games
Group Discussion
Instructional Effectiveness
Interviews
Physical Education
Physical Education Teachers
Practicums
Research Methodology
Singapore
Student Teacher Attitudes
Student Teachers
Teaching Methods
Singapore
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Summary:This is an investigation of 'situated learning' among Singaporean physical education student teachers (STs) (n=11) who used a games concept approach (GCA) on their practicum in primary schools. Introduced to the physical education curriculum as part of a revised, mandated national syllabus, the GCA was reportedly having little impact 'in the local context' where PE had marginal status. Investigated were the extent to which the student teachers were able to use the GCA and their understanding of its challenges and facilitators. The practicum as an active apprenticeship in building 'communities of [GCA] practice' was central to the research methodology and findings. Data collected through interview (formative and summative), journals and field observations as well as a post-practicum group discussion were used to capture the background experiences, instructional practices and evaluation criteria used by the STs. The negotiated meanings of the GCA as structure, as product and as process are discussed in relation to issues encountered in its use (dealing with situational constraints, planning, questioning and sustaining pupil interest). Also discussed are STs' recommendations for GCA systemic implementation. Suggestions have been made for planning, teaching and structuring the school learning environment as well as for PETE programmes in order to constitute the GCA as effective in primary schools.
Bibliography:ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 23
ISSN:1357-3322
1470-1243
DOI:10.1080/1357332042000175791