Children's experiences of pedagogies that prioritise meaningfulness in primary physical education in Ireland

This research explored the experiences of children (age 9-10) when five Irish generalist primary teachers positioned meaningfulness as the priority filter for their pedagogical decision-making in physical education (n = 37). Pedagogies that support meaningfulness include those that are democratic an...

Full description

Saved in:
Bibliographic Details
Published in:Education 3-13 2023-01, Vol.51 (1), p.41-54
Main Authors: Ní Chróinín, Déirdre, Fletcher, Tim, Beni, Stephanie, Griffin, Ciara, Coulter, Maura
Format: Article
Language:English
Subjects:
collaboration
Cooperation
democratic
Elementary education
Elementary School Students
Foreign Countries
Meaning
Pedagogy
Physical Education
primary school
quality
Quality of education
reflection
Student Attitudes
Student Experience
Teacher Student Relationship
Teaching Methods
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This research explored the experiences of children (age 9-10) when five Irish generalist primary teachers positioned meaningfulness as the priority filter for their pedagogical decision-making in physical education (n = 37). Pedagogies that support meaningfulness include those that are democratic and reflective, and give attention to individual experiences. Data sources included non-participant observations (n = 10), pupil diary (n = 101) and focus groups (n = 21 in five focus groups). Children's experiences were enhanced by shared ownership of the learning focus, collaboration on learning activities and teacher's attention to individual experiences. Results provide direction on a coherent approach to prioritising meaningfulness in primary physical education.
ISSN:0300-4279
1475-7575
DOI:10.1080/03004279.2021.1948584