Online teaching during lockdown Physical Education pre-service teachers’ perspectives
Article Sidebar
Main Article Content
Abstract
This study aims to explore the voices of Physical Education pre-service teachers on online teaching during lockdown. Narratives of 48 Portuguese higher education institutions PETE programmes were analysed. A thematic analysis was conducted based on educational transaction (Garrison et al.), essential elements, the pedagogical characteristics that influence students’ experiences in the use of digital devices (Kearney et al.), and the role of emotions in learning teacher apprenticeship (Zymblas). The curriculum impoverishment, focused only on fitness and knowledge, without personal contact (pre-service teachers and pupils) and touching, compromised pupils and pre-service teachers learning. Technology, when used in engagement, communication and interactions promotion, avoid virtual space to become an “empty place”. Bureaucratic, regulatory and control demands compromise the formative role of assessment. The pupils’ lack of interaction face-to-face in pre-service teachers’ feelings also promote the challenges to increase agency space in their supervisor’s relationship.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors retain copyright, without restrictions, in their articles and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution ShareAlike Licence 4.0 International (CC BY-NC-SA). Readers are free to copy, display, distribute, and adapt an article, as long as the work is attributed to the author(s) and ESC, the changes are identified, and the same license applies to the derivative work. Only non-commercial uses of the work are permitted.
How to Cite
References
Augé, Marc (1996). Los “nos lugares”, espacios del anonimato: Una antropologia de la sobremodernidad. Editorial Gedisa.
Baena-Morales, Salvador, López-Morales, Juan, & García-Taibo, Olalla (2021). La intervención docente en educación física durante el periodo de cuarentena por COVID-19. Retos, 39, 388-395. https://doi.org/10.47197/retos.v0i39.80089
Bolívar, Antonio, & Domingo, Jesús (2019). La investigación (auto)biográfica en educación. Ediciones Octaedro.
Bozkurt, Aras, & Sharma, Ramesh (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus. Asian Journal of Distance Education, 15(1). http://doi.org/10.5281/zenodo.3778083
Burgueño, Rafael, Bonet-Medina, Alberto, Cerván-Cantón, Álvaro, Espejo, Rubén, Fernández-Berguillo, Francisco, Gordo-Ruiz, Felipe, & Gil-Espinosa, Francisco (2021). Educación Física en casa de calidad. Propuesta de aplicación curricular en educación secundaria obligatoria. Retos, 39, 787-793. https://doi.org/10.47197/retos.v0i39.78792
Calderón, Antonio, Scanlon, Dylan, MacPhail, Ann, & Moody, Brigitt (2020). An integrated blended learning approach for physical education teacher education programmes: Teacher educators’ and pre-service teachers’ experiences. Physical Education and Sport Pedagogy. https://doi.org/10.1080/17408989.2020.1823961
Carrillo, Carmen, & Flores, Maria Assunção (2020). COVID-19 and teacher education: A literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487. https://doi.org/10.1080/02619768.2020.1821184
Chen, Peijie, Mao, Lijuan, Nassis, George, Harmer, Peter, Ainsworth, Barbara, & Li, Fuzhong (2020). Coronavirus disease (COVID-19): The need to maintain regular physical activity while taking precautions. Journal of Sport and Health Science, 9(2), 103-196. https://doi.org/10.1016/j.jshs.2020.02.001
Clandinin, Jean (2007). Handbook of narrative inquiry: Mapping a methodology. SAGE. https://psycnet.apa.org/doi/10.4135/9781452226552
Cunha, Mariana, Batista, Paula, & Graça, Amândio (2014). Pre-service physical education teachers’ discourses on learning how to become a teacher: (Re)constructing a professional identity based on visual evidence. The Open Sports Sciences Journal, 7(Supl. 2), 141-171. http://dx.doi.org/10.2174/1875399X01407010141
Edwards, Anne (2015). Recognising and realising teachers’ professional agency. Teachers and Teaching, 21(6), 779-784. https://doi.org/10.1080/13540602.2015.1044333
Flores, Maria Assunção, & Gago, Marília (2020). Teacher education in times of COVID-19 pandemic in Portugal: National, institutional and pedagogical responses. Journal of Education for Teaching, 46(4), 507-516. https://doi.org/10.1080/02607476.2020.1799709
Gao, Ping, Wong, Angela, Choy, Doris, & Wu, Jing (2011). Beginning teachers’ understanding performances of technology integration. Asia Pacific Journal of Education, 31(2), 211-223. https://doi.org/10.1080/02188791.2011.567003
Garrison, Randy, Anderson, Terry, & Archer, Walter (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. https://doi.org/10.1016/S1096-7516(00)00016-6
Hargreaves, Andy & Fullan, Michael (2020). Professional capital after the pandemic: Revisiting and revising classic understandings of teachers’ work. Journal of Professional Capital and Community, 5(3/4), 327-336. https://doi.org/10.1108/JPCC-06-2020-0039
Heidorn, Brent (2020). Provide and protect the essential components. JOPERD: The Journal of Physical Education, Recreation & Dance, 91(5), 3-5. https://doi.org/10.1080/07303084.2020.1748482
Jeong, Hyun-Chul, & So, Wi-Young (2020). Difficulties of online physical education classes in middle and high school and an efficient operation plan to address them. International Journal of Environmental Research and Public Health, 17(19). https://doi.org/10.3390/ijerph17197279
Juutilainen Maaret, Metsäpelto, Riitta-Leena, & Poikkeus, Anna-Maija (2018). Becoming agentic teachers: Experiences of the home group approach as a resource for supporting teacher students’ agency. Teaching and Teacher Education, 76, 116-12. https://doi.org/10.1016/j.tate.2018.08.013
Kearney, Matthew, Schuck, Sandra, Burden, Kevin, & Aubusson, Peter (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology, 20. https://doi.org/10.3402/rlt.v20i0.14406
Lambert, Karen (2020). Re-conceptualizing embodied pedagogies in physical education by creating pre-text vignettes to trigger pleasure ‘in’ movement. Physical Education and Sport Pedagogy, 25(2), 154-173. https://doi.org/10.1080/17408989.2019.1700496
Lee, Clare (2018). [Review of the book Thinking collaboratively: Learning in a community of inquiry, by D. Randy Garrison]. Journal of Interactive Media in Education, 2018, Review 1. https://jime.open.ac.uk/articles/10.5334/jime.495/
Miles, Matthew, Huberman, Michael, & Saldaña, Johnny (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE.
Monteiro, Angélica, & Leite, Carlinda (2020). Digital literacies in higher education: Skills, uses, opportunities and obstacles to digital transformation. RED - Revista de Educación a Distancia, 21(65). https://doi.org/10.6018/red.438721
O’Brien, Wesley, Adamakis, Manolis, O’Brien, Niamh, Onofre, Marcos, Martins, João, Dania, Aspasia, & Costa, João (2020). Implications for European physical education teacher education during the COVID-19 pandemic: A cross-institutional SWOT analysis. European Journal of Teacher Education, 43(4), 503-522. https://doi.org/10.1080/02619768.2020.1823963
Patton, Michael (2002). Qualitative research and evaluation methods (3rd ed.). SAGE.
Penney, Dawn, Brooker, Ross, Hay, Peter, & Gillespi, Lorna (2009). Curriculum, pedagogy and assessment: Three message systems of schooling and dimensions of quality physical education. Sport, Education and Society, 14(4), 421-442. https://doi.org/10.1080/13573320903217125
Pretto, Nelson (2011). O desafio de educar na era digital: Educações. Revista Portuguesa de Educação, 24(1), 95-118. https://doi.org/10.21814/rpe.3042
Rodrigues, Filomena, & Mogarro, Maria (2019). Student teachers’ professional identity: A review of research contributions. Educational Research Review, 28. https://doi.org/10.1016/j.edurev.2019.100286
Rodríguez, Norma, & Trybalski, Maria (2020). Plan de continuidad pedagógica, educación física y estado de excepción. Estudio sobre la educación secundaria en la provincia de Buenos Aires. Revista Tempos e Espaços em Educação, 13(32), 1-21. https://doi.org/10.20952/revtee.v13i32.14088
Sallis, James, McKenzie, Thomas, Beets, Michael, Beighle, Aaron, Erwin, Heather, & Lee, Sarah (2012). Physical education’s role in public health. research quarterly for exercise and sport, 83(2), 125-135. https://doi.org/10.1080/02701367.2012.10599842
Siedentop, Daryl (1996). Physical education and educational reform: The case of sport education. In Stephen Silverman & Catherine Ennis (Eds.), Student learning in physical education (pp. 247-267). Human Kinetics.
Strauss, Valerie (2020, May 6). Cuomo questions why school buildings still exist – and says New York will work with Bill Gates to “reimagine education”. Washington Post Answer Sheet. https://www.washingtonpost.com/education/2020/05/06/cuomo-questions-why-school-buildings-still-exist-says-new-york-will-work-with-bill-gates-reimagine-education/
Varea, Valeria, & González-Calvo, Gustavo (2020). Touchless classes and absent bodies: Teaching physical education in times of Covid-19. Sport, Education and Society. https://doi.org/10.1080/13573322.2020.1791814
Walliman, Nicholas (2006). Social research methods. SAGE.
Whitehead, Margaret (2001). The concept of physical literacy. European Journal of Physical Education, 6(2), 127-138. https://doi.org/10.1080/1740898010060205
Yates, Anne, Starkey, Anne, Egerton, Benjamin, & Flueggen, Florian (2020). High school students’ experience of online learning during Covid-19: The influence of technology and pedagogy. Technology, Pedagogy and Education, 30(1), 59-72. https://doi.org/10.1080/1475939X.2020.1854337
Zembylas, Michalinos (2005). Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching. Teaching & Teacher Education: An International Journal of Research and Studies, 21(8), 935-948. https://doi.org/10.1016/j.tate.2005.06.005