| Title: |
Learning to Facilitate Student Voice in Primary Physical Education |
| Language: |
English |
| Authors: |
Grace Cardiff (ORCID 0000-0002-7749-1501); Stephanie Beni (ORCID 0000-0001-8455-557X); Tim Fletcher (ORCID 0000-0002-7352-4775); Richard Bowles; Déirdre Ní Chróinín (ORCID 0000-0002-0920-980X) |
| Source: |
European Physical Education Review. 2024 30(3):381-396. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
16 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
Learner Engagement; Student Participation; Decision Making; Physical Education; Elementary Schools; Foreign Countries; Teaching Experience; Teacher Attitudes; Student Attitudes; General Education; Teaching Methods |
| Geographic Terms: |
Ireland |
| DOI: |
10.1177/1356336X231209687 |
| ISSN: |
1356-336X; 1741-2749 |
| Abstract: |
Student voice pedagogies in physical education (PE) offer teachers a mechanism to promote meaningful experiences by actively engaging students in decision-making regarding their learning. Over one academic year, the experiences of one generalist classroom teacher's enactment of student voice pedagogies in their primary PE practice were explored within a Self-Study of Teaching and Teacher Education Practice (S-STTEP) frame. Data sources included post-lesson personal reflections, a researcher journal, and transcripts from meetings with a critical friend. Qualitative data was also collected from students (n = 19) over a shorter timeframe of six months, and took the form of student work samples, along with transcripts from focus group interviews (n = 2, with eight total participants). Findings show that the enactment of student voice pedagogies requires significant scaffolding for both the teacher and their students. The teacher needs to learn how to listen to, nurture, and act on their students' voices, while students require assistance in developing their capacity to share their voices. Thus, the enactment of student voice pedagogies takes time, and necessitates a period of trial and error, to ensure the educator is providing authentic student voice opportunities in their practice. This study adds an additional layer to student voice research by providing a teacher's perspective of learning how to enact student voice pedagogies in PE. Furthermore, the findings add to the limited research into the use of student voice pedagogies at primary level. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1435137 |
| Database: |
ERIC |