Teachers perceptions of physical education in Aotearoa New Zealand primary schools.pdf (494.33 kB)
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Teachers’ Perceptions of Physical Education in Aotearoa/New Zealand Primary Schools

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journal contribution
posted on 19.08.2020 by Barrie Gordon, B Dyson, J Cowan, A McKenzie, B Shulruf
© 2016, New Zealand Association for Research in Education. This study examines practicing primary school teacher’s perceptions of the teaching of physical education in their schools. There has been some criticism of primary school physical education but until now this criticism has been largely based on a number of small studies involving limited numbers of teachers and schools. This study involved surveys of 487 teachers and in-depth individual interviews with 33 teachers located across six major regions of Aotearoa/New Zealand. The findings are presented in four themes: what does physical education look like; who teaches physical education; planning, assessment and reflection; and influences on the teaching of physical education. The study identified that what occurs in the physical education space in primary schools is often inconsistent and variable. The findings are discussed in relation to the requirements of the New Zealand Curriculum, the 2014 National Monitoring Study of Student Achievement report and previous research on primary school physical education. The article concludes by discussing future directions for the teaching physical education in light of these findings.
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Preferred citation

Gordon, B., Dyson, B., Cowan, J., McKenzie, A. & Shulruf, B. (2016). Teachers’ Perceptions of Physical Education in Aotearoa/New Zealand Primary Schools. New Zealand Journal of Educational Studies, 51(1), 99-111. https://doi.org/10.1007/s40841-016-0042-3

Journal title

New Zealand Journal of Educational Studies

Volume

51

Issue

1

Publication date

01/07/2016

Pagination

99-111

Publisher

Springer Science and Business Media LLC

Publication status

Published

Contribution type

Article

Online publication date

07/05/2016

ISSN

0028-8276

eISSN

2199-4714

Language

en

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