Culture, Embodied Experience and Teachers' Development of TGfU in Australia and Singapore

Autor/inn/en	Light, Richard; Tan, Steven
Titel	Culture, Embodied Experience and Teachers' Development of TGfU in Australia and Singapore
Quelle	In: European Physical Education Review, 12 (2006) 1, S.99-117 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X06060659
Schlagwörter	Foreign Countries; Cultural Differences; Cultural Context; Preservice Teacher Education; Beginning Teachers; Preservice Teachers; Comparative Education; International Education; Educational Principles; Grounded Theory; Elementary School Teachers; Physical Education; Teaching Methods; Physical Education Teachers; Interviews; Comparative Analysis; Student Attitudes; Teacher Attitudes; Australia; Singapore + Suchen Sie Ihr Suchwort? Ausland; Kultureller Unterschied; Lehramtsstudiengang; Lehrerausbildung; Junior teacher; Junglehrer; Vergleichende Erziehungswissenschaft; Internationale Erziehung; Bildungsprinzip; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Körpererziehung; Sportunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Physical education; Physical training; Sportlehrer; Interviewing; Interviewtechnik; Schülerverhalten; Lehrerverhalten; Australien; Singapur
Abstract	Despite the diversity of cultural settings within which it is now being implemented, research on Teaching Games for Understanding (TGfU) is yet to address the impact of culture on teaching and learning. With its growth in Asia, in places such as Singapore and Hong Kong that are culturally distinct from western settings, this seems to be an area of research in need of attention in the TGfU literature. In setting out to redress this oversight in the literature this article draws on a study of TGfU teacher development conducted in Australia and Singapore to examine teachers' development of TGfU/Games Concept Approach (GCA) teaching in a sequence covering the last two years of teacher education and the first two years of full-time teaching. This article highlights the extent to which teacher development of TGfU is situated within immediate cultural and institutional contexts. It identifies how the different cultural meanings attached to sport and its place in both countries shape the participants' interpretation and understanding of TGfU/GCA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10