Teachers' Perceptions of the Finnish National Curriculum and Inclusive Practices of Physical Education

Autor/in	Mihajlovic, Christopher
Titel	Teachers' Perceptions of the Finnish National Curriculum and Inclusive Practices of Physical Education
Quelle	In: Curriculum Studies in Health and Physical Education, 10 (2019) 3, S.247-261 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mihajlovic, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2574-2981
DOI	10.1080/25742981.2019.1627670
Schlagwörter	Teacher Attitudes; National Curriculum; Physical Education; Special Education Teachers; Inclusion; Correlation; Foreign Countries; Elementary School Teachers; Middle School Teachers; Teaching Methods; Physical Education Teachers; Finland + Suchen Sie Ihr Suchwort? Lehrerverhalten; Körpererziehung; Sportunterricht; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Inklusion; Korrelation; Ausland; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teaching method; Lehrmethode; Unterrichtsmethode; Physical education; Physical training; Sportlehrer; Finnland
Abstract	This paper investigates the relationship between the Finnish national curriculum and inclusive practices of physical education (PE) from the viewpoint of teachers from Finland. Case studies were conducted with the intention of developing understandings of the teacher's perspective on the current PE curricula at the time of transition to a new curriculum. The present qualitative study was carried out over a period of six months through weekly observations of PE classes and semi-structured interviews with teachers (n = 8) in four different schools in Southern Finland. Data were analysed through content analysis. Themes identified were 'Pedagogical autonomy and flexibility of the curriculum', 'Commitment and responsibility' and 'Conceptualisation of PE'. Findings revealed that the flexibility of the curriculum seems to have a positive impact on the participants' professional practice. Several participants feel morally responsible for developing their schools. Moreover, for most participants, PE should promote lifelong participation in physical activity. A differentiated and reflected understanding of assessing student achievement in PE seems important to accommodate the individual needs of their students with disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01