<abstract xmlns="http://www.w3.org/1999/xhtml"><p> Previous related research on teaching effectiveness in one senior level award - Higher Still Physical Education (HSPE) in Scotland - revealed a number of extended challenges in adopting the practical experiential teaching and learning approaches advised. However, these studies were restricted by lack of observation of teaching and learning in action and of detailed analysis of the types and timings of questions asked. The present study addressed these limitations. Data were collected through observations of teaching, questionnaire responses on the uses of discussions by pupils and teachers and semi-structured teacher interviews. Findings revealed that there were encouraging signs of a broad range of purposeful question techniques being used in practical sessions. However, there was still a lack of full teacher trust in these approaches, despite high pupil endorsement for their usage. We conclude that perceived subject content and external assessment demands continue to constrain pedagogical strategies in HSPE.</p></abstract>

Previous related research on teaching effectiveness in one senior level award - Higher Still Physical Education (HSPE) in Scotland - revealed a number of extended challenges in adopting the practical experiential teaching and learning approaches advised. However, these studies were restricted by lack of observation of teaching and learning in action and of detailed analysis of the types and timings of questions asked. The present study addressed these limitations. Data were collected through observations of teaching, questionnaire responses on the uses of discussions by pupils and teachers and semi-structured teacher interviews. Findings revealed that there were encouraging signs of a broad range of purposeful question techniques being used in practical sessions. However, there was still a lack of full teacher trust in these approaches, despite high pupil endorsement for their usage. We conclude that perceived subject content and external assessment demands continue to constrain pedagogical strategies in HSPE.

Asking better questions! A review of the pedagogical strategies used in one senior level award in Scotland

University of Edinburgh College of Humanities and Social Sciences Moray House School of Education St Leonard’s Land Holyrood Road Edinburgh EH8 8AQ Scotland

Teacher of Physical Education Kilgraston School Bridge of Earn Perthshire PH2 9BQ UK

Journal of Pedagogy

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Previous related research on teaching effectiveness in one senior level award - Higher Still Physical Education (HSPE) in Scotland - revealed a number of...

Asking better questions! A review of the pedagogical strategies used in one senior level award in Scotland

Publié en ligne: 24 juil. 2015

Pages: 123 - 149

DOI: https://doi.org/10.1515/jped-2015-0007

Mots clés
questions, pedagogy, learning, physical education

© by Malcolm Thorburn

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Asking better questions! A review of the pedagogical strategies used in one senior level award in Scotland

Publié en ligne: 24 juil. 2015

Pages: 123 - 149

DOI: https://doi.org/10.1515/jped-2015-0007

Mots clésquestions, pedagogy, learning, physical education

© by Malcolm Thorburn

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
questions, pedagogy, learning, physical education