Asking Better Questions! A Review of the Pedagogical Strategies Used in One Senior Level Award in Scotland

Autor/inn/en	Thorburn, Malcolm; Seatter, Katrina
Titel	Asking Better Questions! A Review of the Pedagogical Strategies Used in One Senior Level Award in Scotland
Quelle	In: Journal of Pedagogy, 6 (2015) 1, S.123-149 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1338-1563
DOI	10.1515/jped-2015-0007
Schlagwörter	Foreign Countries; Teaching Methods; Educational Strategies; Physical Education; Instructional Effectiveness; Questioning Techniques; Experiential Learning; Questionnaires; Classroom Observation Techniques; Discussion (Teaching Technique); Semi Structured Interviews; Educational Practices; Mixed Methods Research; Secondary School Students; Lesson Observation Criteria; Pacing; Teacher Attitudes; Student Attitudes; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Körpererziehung; Sportunterricht; Unterrichtserfolg; Befragungstechnik; Fragetechnik; Experiental learning; Erfahrungsorientiertes Lernen; Fragebogen; Bildungspraxis; Sekundarschüler; Unterrichtsmitschau; Lerntempo; Lehrerverhalten; Schülerverhalten
Abstract	Previous related research on teaching effectiveness in one senior level award--Higher Still Physical Education (HSPE) in Scotland--revealed a number of extended challenges in adopting the practical experiential teaching and learning approaches advised. However, these studies were restricted by lack of observation of teaching and learning in action and of detailed analysis of the types and timings of questions asked. The present study addressed these limitations. Data were collected through observations of teaching, questionnaire responses on the uses of discussions by pupils and teachers and semi-structured teacher interviews. Findings revealed that there were encouraging signs of a broad range of purposeful question techniques being used in practical sessions. However, there was still a lack of full teacher trust in these approaches, despite high pupil endorsement for their usage. We conclude that perceived subject content and external assessment demands continue to constrain pedagogical strategies in HSPE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01