We make a difference: Learning communities in physical education
Type of content
UC permalink
Publisher's DOI/URI
Thesis discipline
Degree name
Publisher
Journal Title
Journal ISSN
Volume Title
Language
Date
Authors
Abstract
The implementation of the 1999 Health and Physical Education in the New Zealand Curriculum (HPE) and the 2007 New Zealand Curriculum (NZC) required a substantial paradigm shift (Stothart, 2000) from scientised or technocratic views of physical education (Culpan, 1996/97) to a socio-critical humanism. • These difficulties raised questions about how teachers develop physical education classes that can utilise pedagogies to implement the philosophical intent of the NZC (2007). The research question was: Do teachers of physical education establish classes as learning communities? If so how? This study was situated within the interpretative paradigm; a qualitative case study • Data was collected by employing semi structure interviews with 4 physical education teachers. One teacher was selected for observation of classes and focus group interviews with 6 students from a year 9 class were conducted. Data analysis was conducted using the constant comparative method. From the data collection 3 significant themes developed: a) Characteristics of an altruistic class communities b) The pedagogies c) Characteristics of a learning community