.png){kind=icon}
返回
Exploring student reflection in physical education practice
.png){kind=icon}
OA
AI
DOI：10.1080/17408989.2024.2438057.png)
.png){kind=icon}
原文求助.png){kind=icon}
分享.png){kind=icon}
收藏
摘要
En 中文
In a recent publication [Bjørke, Lars, and Mikael Quennerstedt. 2023. ‘Reflecting on Student Reflections in Physical Education Practice: Moving Beyond a Theory-and-Practice Divide’.Physical Education and Sport Pedagogy, 1–14. doi:1080/17408989.2023.2281913], we conceptualised how student reflection can be understood in a way that aligns with the practical, situated and embodied nature of physical education. Although this study clarified what reflection can be in physical education practice, new questions have emerged in the wake of our discussions. One such question involves how reflection can be explored methodologically. Indeed, through mapping existing methodologies used to explore student reflection in physical education practice, we identified an urgent need for researchers to develop more coherent and rigorous frameworks for exploring student reflection in physical education practice so that our field can move beyond making educated guesses about the potential role of student reflection in physical education practice and its relationship to education and learning.
The purpose of this article is to suggest and discuss methodological tools to better explore and understand reflection within the context of physical education practice.
By outlining previous methodologies used to explore reflection in physical education, we identified three challenges that need to be addressed in research: (1) foregrounding student reflection as the object of knowledge in research, (2) theoretically opening up for student reflection as situated and embodied, and (3) methodologically delineating and empirically capturing student reflection. We address these three challenges by providing methodological examples of how researchers can position reflection theoretically, formulate research questions, generate and analyse data and make claims about student reflection in physical education practice. We then extend our suggestions and determine their usefulness for teachers interested in learning more about how reflection can make their pedagogical practices more educative.
We argue that there is an urgent need to foreground student reflection in physical education research and to develop more coherent and rigorous methodologies for empirically exploring student reflection that, over time, allows cumulative knowledge about the why(s), what(s) and how(s) of student reflection in physical education to be built.
Keyword:
Reflection
methodology
learning
theory
practice
期刊
IF:
3
论文数:
233
被引数:
3.0K
机构
引用论文
Ní Chróinín, D., T. Fletcher, S. Beni, C. Griffin, and M. Coulter. 2023. “Children’s Experiences of Pedagogies That Prioritise Meaningfulness in Primary Physical Education in Ireland.” Education 3-13 51 (1): 41–54. https://doi.org/10.1080/03004279.2021.1948584. (Open in a new window)Web of Science ®(Open in a new window)Google ScholarNí Chróinín, D., T. Fletcher, S. Beni, C. Griffin, and M. Coulter. 2023. “爱尔兰小学体育教育中重视意义感的教学法带给儿童的经历。”《3-13岁教育》51 (1): 41–54. https://doi.org/10.1080/03004279.2021.1948584. (在新窗口中打开)Web of Science ®(在新窗口中打开)谷歌学术.png)
IF0
PREAI
分享收藏Sánchez-Hernández, Nuria, Daniel Martos-García, Susanna Soler, and Anne Flintoff. 2018. “Challenging Gender Relations in PE Through Cooperative Learning and Critical Reflection.” Sport, Education and Society 23 (8): 812–823. https://doi.org/10.1080/13573322.2018.1487836. (Open in a new window)Web of Science ®(Open in a new window)Google Scholar桑切斯-埃尔南德斯，努里亚，丹尼尔·马托斯-加西亚，苏珊娜·索莱尔和安妮·弗林托夫。2018年。“通过合作学习和批判性反思挑战体育教育中的性别关系。”《体育、教育与社会科学》23（8）：812-823。https://doi.org/10.1080/13573322.2018.1487836.（在新窗口中打开）Web of Science ®（在新窗口中打开）谷歌学术。
IF0
PREAI
分享收藏Ovens, Alan, and Richard Tinning. 2009. “Reflection as Situated Practice: A Memory-work Study of Lived Experience in Teacher Education.” Teaching and Teacher Education 25 (8): 1125–1131. https://doi.org/10.1016/j.tate.2009.03.013. (Open in a new window)Web of Science ®(Open in a new window)Google Scholar欧文斯，艾伦，和理查德·廷宁。2009年。“反思作为情境实践：一项关于教师教育中生活经验的记忆工作研究。”《教学与教师教育》25卷8期：1125-1131页。https://doi.org/10.1016/j.tate.2009.03.013. (在新窗口中打开)Web of Science ®(在新窗口中打开)谷歌学术。
IF0
PREAI
分享收藏Nilges, Lynda M. 2004. “Ice Can Look Like Glass: A Phenomenological Investigation of Movement Meaning in One Fifth-Grade Class During a Creative Dance Unit.” Research Quarterly for Exercise and Sport 75 (3): 298–314. https://doi.org/10.1080/02701367.2004.10609162. (Open in a new window)PubMed (Open in a new window)Web of Science ®(Open in a new window)Google ScholarNilges, Lynda M. 2004. “冰可以看起来像玻璃：对一次创造性舞蹈单元中一个五年级班级运动意义的现象学探究。”《运动与体育研究季刊》75 (3): 298–314. https://doi.org/10.1080/02701367.2004.10609162. (在新窗口中打开)PubMed (在新窗口中打开)Web of Science ®(在新窗口中打开)Google Scholar
IF0
PREAI
分享收藏O’Connor, J. 2019. “Exploring a Pedagogy for Meaning-Making in Physical Education.” European Physical Education Review 25 (4): 1093–1109. https://doi.org/10.1177/1356336X18802286. (Open in a new window)Web of Science ®(Open in a new window)Google ScholarO’Connor, J. 2019. “探索体育教育中的意义建构教学法。” 《欧洲体育教育评论》25 (4): 1093–1109. https://doi.org/10.1177/1356336X18802286. (在新窗口中打开) Web of Science ®(在新窗口中打开) Google Scholar
IF0
PREAI
分享收藏Johansson, Emil. 2024. “Supervisors’ Guidance of PETE Students’ Reflections at Practicum: Creating Conditions for Different Learning Journeys.” Reflective Practice https://doi.org/10.1080/14623943.2024.2321508. (Open in a new window)Web of Science ®(Open in a new window)Google ScholarJohansson, Emil. 2024. “督导对PETE学生实习反思的指导：为不同学习旅程创造条件。” 反思性实践 https://doi.org/10.1080/14623943.2024.2321508. (在新窗口中打开)Web of Science ®(在新窗口中打开)Google Scholar
IF0
PREAI
分享收藏Senne, Terry A., and G. Linda Rikard. 2004. “A Developmental Intervention via the Teaching Portfolio: Employing the Teaching/Learning Framework.” Journal of Teaching in Physical Education 23 (1): 88–104. https://doi.org/10.1123/jtpe.23.1.88. (Open in a new window)Web of Science ®(Open in a new window)Google ScholarSenne, Terry A., and G. Linda Rikard. 2004. “一项通过教学档案袋的发展性干预：运用教学/学习框架。” 《体育教育中的教学杂志》23 (1): 88–104. https://doi.org/10.1123/jtpe.23.1.88. (在新窗口中打开) Web of Science ®(在新窗口中打开)Google Scholar
IF0
PREAI
分享收藏Dewey, John. 1910. How We Think. Boston: D. C. Heath & Co. (Open in a new window)Google Scholar杜威, 约翰. 1910. 《我们怎样思维》. 波士顿: D. C. Heath & Co. (在新窗口中打开)Google Scholar
IF0
PREAI
分享收藏Standal, Øyvind Førland, and Vegard F. Moe. 2013. “Reflective Practice in Physical Education and Physical Education Teacher Education: A Review of the Literature Since 1995.” Quest (grand Rapids, Mich ) 65 (2): 220–240. https://doi.org/10.1080/00336297.2013.773530. (Open in a new window)Web of Science ®(Open in a new window)Google ScholarStandal, Øyvind Førland, and Vegard F. Moe. 2013. “反思性实践在体育教育与体育教育教师教育中的应用：1995年以来的文献综述。” Quest（《探索》杂志，密歇根州大急流城）65（2）：220–240. https://doi.org/10.1080/00336297.2013.773530. (在新窗口中打开) Web of Science ®(在新窗口中打开)Google Scholar
IF0
PREAI
分享收藏Bjørke, Lars, and Kjersti M. Moen. 2020. “Cooperative Learning in Physical Education: A Study of Students’ Learning Journey Over 24 Lessons.” Physical Education and Sport Pedagogy 25 (6): 600–612. https://doi.org/10.1080/17408989.2020.1761955. (Open in a new window)Web of Science ®(Open in a new window)Google ScholarBjørke, Lars, 和 Kjersti M. Moen. 2020. “体育教育中的合作学习：一项关于学生在24节课中学习历程的研究.” 体育教育与运动教学法 25 (6): 600–612. https://doi.org/10.1080/17408989.2020.1761955. (在新窗口中打开)Web of Science ®(在新窗口中打开)谷歌学术
IF0
PREAI
分享收藏
查看更多内容