James: Physical education teacher

Fiona C. Chambers; James Sherry; Orla Murphy; Wesley O'Brien; Gavin Breslin

doi:10.4324/9781315670164

James: Physical education teacher

Fiona C. Chambers
, James Sherry
, Orla Murphy
, Wesley O'Brien
, Gavin Breslin

Research output: Chapter in Book/Report/Conference proceedings › Chapter › peer-review

Abstract

This chapter presents a narrative of James, a secondary school physical education teacher in the Republic of Ireland. The narrative is analysed from three theoretical perspectives: digital humanities, physical activity promotion and sport psychology. In the final section, a pedagogical perspective urges us to rethink pedagogy for an age of digital information and communication (Beetham & Sharpe, 2013, p. 4). A learner-centred model of technological, pedagogical and content knowledge (Koehler & Mishra, 2005) is developed using a design-thinking framework (Brown, 2008) in order to facilitate new forms of learning activity.

Original language	English
Title of host publication	Digital Technologies and Learning in Physical Education
Subtitle of host publication	Pedagogical Cases
Publisher	Taylor and Francis Inc.
Pages	49-68
Number of pages	20
ISBN (Electronic)	9781315670164
ISBN (Print)	9781138947283
DOIs	https://doi.org/10.4324/9781315670164
Publication status	Published - 10 Nov 2016

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abstract = "This chapter presents a narrative of James, a secondary school physical education teacher in the Republic of Ireland. The narrative is analysed from three theoretical perspectives: digital humanities, physical activity promotion and sport psychology. In the final section, a pedagogical perspective urges us to rethink pedagogy for an age of digital information and communication (Beetham \& Sharpe, 2013, p. 4). A learner-centred model of technological, pedagogical and content knowledge (Koehler \& Mishra, 2005) is developed using a design-thinking framework (Brown, 2008) in order to facilitate new forms of learning activity.",

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AB - This chapter presents a narrative of James, a secondary school physical education teacher in the Republic of Ireland. The narrative is analysed from three theoretical perspectives: digital humanities, physical activity promotion and sport psychology. In the final section, a pedagogical perspective urges us to rethink pedagogy for an age of digital information and communication (Beetham & Sharpe, 2013, p. 4). A learner-centred model of technological, pedagogical and content knowledge (Koehler & Mishra, 2005) is developed using a design-thinking framework (Brown, 2008) in order to facilitate new forms of learning activity.

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BT - Digital Technologies and Learning in Physical Education

PB - Taylor and Francis Inc.

ER -

James: Physical education teacher

Abstract

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