Two teachers’ positioning toward Meaningful PE: agency, sensemaking, and ownership
Notice bibliographique
Résumé
Background: Although physical education teachers can choose from a wide variety of pedagogical innovations to inform their practice, many typically do not engage in sustained adoption. Some suggest this may be because many innovations are mandated and do not align with teachers’ identities and their personal beliefs about teaching and learning. In this way, teachers actively position themselves in relation to innovations they encounter. The purpose of this research is to examine the positioning of two teachers toward Meaningful PE.Conceptual Framework: Ketelaar et al. (Citation2012) highlight three related concepts that influence teachers’ positioning toward educational innovations: agency, sensemaking, and ownership. These concepts help describe similarities and differences in teachers’ positioning in relation to Meaningful PE.Methodology: A qualitative case study methodology was used. The cases are two specialist physical education teachers who have used Meaningful PE for at least four years. Data included individual semi-structured and focus group interviews, and audio recordings of meetings. Data were analysed in two stages. First, data from each case was analysed independently (within-case analysis). The concepts of agency, sensemaking, and ownership guided the development of codes and themes, enabling us to describe each participant’s positioning toward Meaningful PE. Second, codes and themes from the first stage were compared (cross-case analysis) to identify patterns and differences.Results: Agency, sensemaking, and ownership influenced how both teachers used Meaningful PE in various ways. In particular, both teachers explained how Meaningful PE provided them with a language to articulate their personal philosophies of physical education that had remained previously out of reach. Meaningful PE aligned with their beliefs and ultimately provided actions to support their enactment of the type of physical education they wanted students to experience.Significance: This research provides evidence about the influence that agency, sensemaking, and ownership have on teachers’ sustained adoption of innovations, which in this particular case applies to Meaningful PE. The outcomes of this research carry implications for how developers of other innovations might aim toward sustained implementation.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».