Teacher Deliberation within the Context of Singaporean Curricular Change: Pre- and In-Service PE Teachers' Perceptions of Outdoor Education

Autor/inn/en	Atencio, Matthew; Tan, Yuen Sze Michelle
Titel	Teacher Deliberation within the Context of Singaporean Curricular Change: Pre- and In-Service PE Teachers' Perceptions of Outdoor Education
Quelle	In: Curriculum Journal, 27 (2016) 3, S.368-386 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2015.1127843
Schlagwörter	Foreign Countries; Preservice Teachers; Physical Education Teachers; Student Attitudes; Teacher Attitudes; Outdoor Education; Educational Change; Place Based Education; Curriculum Development; Mixed Methods Research; Surveys; Semi Structured Interviews; Questionnaires; Learning Activities; Adventure Education; Singapore + Suchen Sie Ihr Suchwort? Ausland; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Schülerverhalten; Lehrerverhalten; Freiluftunterricht; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Survey; Umfrage; Befragung; Fragebogen; Lernaktivität; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Singapur
Abstract	The study featured in this paper investigates pre- and in-service Physical Education (PE) teachers' diverse views of OE (Outdoor Education) against the backdrop of numerous curricular changes underpinning Singaporean education. We highlight the potential challenges Singaporean schools and teachers may face in implementing the newly formalized OE curriculum. Findings revealed the teachers' prioritization of high elements and adventure activities within residential camps. Then, the teachers linked these "risky" and "unfamiliar" activities with transferrable learning outcomes, mostly in line with students' personal and social development. The more experienced teachers in the cohort tended to advocate that OE could be situated within local school and community environs. Yet, this envisioning of OE within a place-based learning model reflected limited understanding of this concept. We conclude by suggesting that curriculum designers and teacher educators should draw upon pre- and in-service PE teachers' perceptions of OE. It is imperative that these teachers' key concerns and beliefs, which currently structure their work in this recently formalized subject area, are used to contextualize the extensive curricular change and professional learning endeavors that are being implemented by the education ministry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01