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The experience of teaching as a learner, collaborator, and a catalyst: collective experiences of using game based approaches to teach games
Jarrett, Kendall Light, Richard
Jarrett, Kendall
Light, Richard
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2018-01-22
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Abstract
This study focuses on the analysis of collective meaning associated with secondary physical education teachers’ (n = 12) experiences of teaching games using a game based approach (GBA). Participants taught in one of two different international contexts, southeast Australia or southeast England, and all had some experience of using a GBA to teach games. A phenomenographic research framework was utilised to uncover the qualitatively finite number of ways that GBA-related teaching was/can be experienced. As guided by use of a phenomenographic analysis framework, three conceptions of awareness were identified that detail the collective meaning associated with participants’ experiences of teaching using a GBA, namely that of a Learner, a Collaborator and/or a Catalyst. An analysis of findings is presented with discussion focusing on what can be learnt from the different ways GBA teaching is experienced and implications for GBA teaching practice.
Citation
Jarrett, K., & Light, R. (2019). The experience of teaching using a game based approach: Teachers as learners, collaborators and catalysts. European Physical Education Review, 25(2), 565-580. https://doi.org/10.1177/1356336X17753023
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SAGE
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European Physical Education Review
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Article
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Copyright © The Author(s) 2018. Reprinted by permission of SAGE Publications.
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1356-336X
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1741-2749
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