David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
This qualitative case study combined teacher and student interviews with observations of one physical education class to facilitate understandings of physical education learning communities. Watkins’ (2005) definition of a learning community was used as a framework to conceptualise the study. I found that physical education teachers in this study do actively develop their classes as learning communities. Five key findings are discussed. Physical education learning communities exist in a number of different forms that can be related to a learning community continuum. The learning community’s positioning on the continuum is directly related to student agency in learning. It was found that student agency is promoted through a discourse of inquiry. In this study inquiry is a central tenet of a learning community as learning is viewed as a cognitive and socio-cultural constructivist function resulting in knowledge generation (Brown, 1997 cited in Alton Lee 2003; Sewell, 2006; Watkins, 2005). As inquiry learning is a social process in a learning community, it is concurrently supported by a discourse of community, promoting students’ ability to work altruistically and collaboratively, learning together. It was found that the explicit teaching of socio-moral outcomes through socio-cultural pedagogies enhance positive peer relationships and is essential to the promotion of an altruistic discourse of community. The discourses of community and inquiry are dialectically related and communicate clear messages to students about the expectations of behaviour and learning within an altruistic community. The early stages of a physical education learning community are based on the genuine and altruistic student-teacher relationships which provide a springboard to allow opportunities for teachers to have further conversations about learning. Finally, evidence in the study suggests that philosophy plays a significant role in both the growth and oppression of the evolution of a learning community. This study suggests that the relationship between the philosophy of the New Zealand Curriculum (2007), the physical education teachers and the economic neoliberal context influences the development of learning communities in physical education
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library||
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Augusto Riveros, Paul Newton & David Burgess (2012). A Situated Account of Teacher Agency and Learning: Critical Reflections on Professional Learning Communities. Canadian Journal of Education/Revue Canadienne de L'Éducation 35 (1):202-216.
Sarah K. Donovan (2008). Teaching Philosophy Outside of the Classroom: One Alternative to Service Learning. Teaching Philosophy 31 (2):161-177.
Amy L. Kenworthy (1996). Linking Business Education, Campus Culture and Community: The Bentley Service-Learning Project. [REVIEW] Journal of Business Ethics 15 (1):121 - 131.
Debra Baird-Wilson (2005). An Electronic Learning Community Partnership Uses Case Studies to Enhance Diversity. Inquiry 24 (3):33-36.
Scott Seider & Jason Taylor (2011). Broadening College Student Interest in Philosophical Education Through Community Service Learning. Teaching Philosophy 34 (3):197-217.
Alan Thomas & Harriet Pattison (2013). Informal Home Education: Philosophical Aspirations Put Into Practice. Studies in Philosophy and Education 32 (2):141-154.
James B. Gould (2007). Learning Community Formats. Teaching Philosophy 30 (3):309-326.
Ken Gnanakan (2011). Integrated Learning. OUP India.
Jessica Hoffmann Davis (2010). Learning From Examples of Civic Responsibility: What Community-Based Art Centers Teach Us About Arts Education. Journal of Aesthetic Education 44 (3):82-95.
James Liszka (2013). Charles Peirce's Rhetoric and the Pedagogy of Active Learning. Educational Philosophy and Theory 45 (7):781-788.
Linda Klebe Trevino & Donald McCabe (1994). Meta-Learning About Business Ethics: Building Honorable Business School Communities. [REVIEW] Journal of Business Ethics 13 (6):405 - 416.
Beth Crossan & Jim Gallacher (2009). The Boundaries Are Different Out Here" : Learning Relationships in Community-Based Further Education. In Richard Edwards, Gert Biesta & Mary Thorpe (eds.), Rethinking Contexts for Learning and Teaching. Routledge. 133.
Zhuran You & A. G. Rud (2010). A Model of Dewey's Moral Imagination for Service Learning: Theoretical Explorations and Implications for Practice in Higher Education. Education and Culture 26 (2):36-51.
Dennis P. Wittmer (2004). Business and Community: Integrating Service Learning in Graduate Business Education. [REVIEW] Journal of Business Ethics 51 (4):359-371.
Added to index2010-11-06
Total downloads5 ( #226,513 of 1,101,088 )
Recent downloads (6 months)2 ( #177,551 of 1,101,088 )
How can I increase my downloads?