Session Information
18 SES 02, Socio-Cultural Factors Impacting on Teaching and Learning in Physical Education
Paper Session
Contribution
Topic
Value orientations represent philosophical beliefs. They are implemented by PE teachers through educational goals for student learning. Five value orientations have been described in PE research literature (Jewett, Bain & Ennis, 1995): disciplinary mastery, learning process, self-actualization, social responsibility and ecological integration.
Research objectives
Teachers’ value orientations have been described extensively in PE research (Pasco & Ennis, 2009). However, very few studies have been conducted about the influence of value orientations in the teaching process. Although it is relatively easy to describe teachers’ value orientations, it is more challenging to describe how they play out in their daily decision making and practices (Ennis, 1994). The purpose of this study was to describe how a teacher’s learning process value orientation is present in the decision making process on content goals, instructional strategies and learning tasks.
Objectives
The goal of this proposed communication is to present a case study of the decision making process of a PE teacher on three aspects of her teaching:
- Teacher’s goals and rationales;
- Teacher’s decision making on content goals, instructional strategies and learning tasks;
- Teaching process determined by a PE teacher’s focus on learning process orientation.
Conceptual or theoretical framework
In order to understand the influence of teachers’ value orientations in the teaching process, we designed a teaching model based on four theoretical influences. First, we used the value orientation construct (Jewett, Bain & Ennis, 1995). It focuses on choices teachers make consciously or unconsciously in their teaching activity according to their values. Value orientations play a role by influencing teachers’ curriculum content priorities (first aspect). Second, we used the process-product model designed by Dunkin & Biddle (1974). This model helped us to examine variables known to affect teaching process in order to describe PE teachers’ instruction in class (second aspect). We also used Muska Mosston’s “Spectrum of teaching styles” to describe how instruction was delivered (Mosston & Ashworth, 2006). Finally, we relied on Bourassa’s “Action model of practitioner” (Bourassa, Serre & Ross, 2007) to investigate relationship between teachers’ value orientation and their teaching (third aspect). This model focuses on action theories to understand how practitioners make their decisions in class. This model integrates those perspectives on value orientations, content priorities and instruction.
Method
Expected Outcomes
References
Bourassa, B., Serre, F. & Ross, D. (2007). Apprendre de son expérience. Québec, Canada : Presses de l’Université Laval. Dunkin, M. J. & Biddle, B. J. (1974). The study of teaching. New York, NY: Holt, Rinehart & Winston. Ennis, C. D. (1994). Urban secondary teachers’ value orientations: Delineating curricular goals for social responsabilities. Journal of Teaching in Physical Education, 13, 163-179. Jewett, A. E., Bain, L. L. & Ennis, C. D. (1995). The curriculum process in physical education (2nd ed.). Dubuque (IA): Brown et Benchmark. Mosston, M. & Ashworth, S. (2006). Le Spectre des styles d'enseignement : application à l'enseignement de l'éducation physique (5e éd.). North Hatley, Québec: Éditions C. & C. Paillé, P. & Mucchielli, A. (2010). L’analyse qualitative en sciences humaines et sociales. Paris : Armand colin. Pasco, D. & Ennis, C. D. (2009). Les orientations de valeur des enseignants : une revue de question en éducation physique. Science & Motricité, 66(1), 85-112. Pasco, D., Guinard, J.-Y. & Kermarrec, G. (2008). Validation transculturelle canadienne-française d'un instrument de mesure des orientations de valeur d'enseignants d'éducation physique. Communication présentée au Colloque International de l'Association pour la Recherche et l'Intervention en Sport (ARIS), Rodez, France, 14-16 mai.
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