|Published online: March 4, 2016||$US5.00|
There has been little research conducted on the philosophy of teaching physical education (PE), with none exploring those specifically held by primary (elementary school) teachers. This is despite the growing trend by teacher education institutions to require that all graduating students develop a portfolio and personal statement of their own philosophy of teaching. Therefore, the purpose of this qualitative study was to examine the philosophy of teaching PE as expressed by fifty-four final-year pre-service primary education students in a written questionnaire. Data analysis followed an inductive approach, whereby categories or dimensions of analysis emerged from the content analysis of the responses to the open- ended question without imposing pre-existing expectations on the research setting or responses. The main themes to emerge from the data focused on the benefits for the child derived from the learning process and the creation by the teacher of a nurturing, engaging, and active learning environment.
|Keywords:||Physical Education, Teaching, Philosophy, Pre-service Teacher|
Senior Lecturer, School of Education, Faculty of Arts and Social Sciences, University of Technology, Sydney, NSW, Australia