ABSTRACT

This research explored the experiences of children (age 9–10) when five Irish generalist primary teachers positioned meaningfulness as the priority filter for their pedagogical decision-making in physical education (n = 37). Pedagogies that support meaningfulness include those that are democratic and reflective, and give attention to individual experiences. Data sources included non-participant observations (n = 10), pupil diary (n = 101) and focus groups (n = 21 in five focus groups). Children’s experiences were enhanced by shared ownership of the learning focus, collaboration on learning activities and teacher’s attention to individual experiences. Results provide direction on a coherent approach to prioritising meaningfulness in primary physical education.

摘要

这项研究探讨了儿童（9-10 岁）的经历，当时五名爱尔兰通才小学教师将意义作为他们体育教学决策的优先过滤器（n  =  37）。支持意义的教学法包括那些民主和反思的教学法，并关注个人经历。数据来源包括非参与者观察（n  =  10）、学生日记（n  =  101）和焦点小组（n  = 五个焦点小组中的 21 个）。通过共享学习重点、学习活动协作和教师对个人体验的关注，孩子们的体验得到了增强。结果为在初级体育教育中优先考虑意义的连贯方法提供了方向。