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Limited By:	Author = Scanlon, Dylan;

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Displaying Results 1 - 5 of 5 on page 1 of 1

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An integrated blended learning approach for physical education teacher education programmes: teacher educators’ and pre-service teachers’ experiences (2020)

Calderón, Antonio; Scanlon, Dylan; MacPhail, Ann; Moody, Brigitte

An integrated blended learning approach for physical education teacher education programmes: teacher educators’ and pre-service teachers’ experiences (2020)

Calderón, Antonio; Scanlon, Dylan; MacPhail, Ann; Moody, Brigitte

Abstract:

The full text of this article will not be available in ULIR until the embargo expires on the 21/03/2022
Background: A plethora of new terms and digital pedagogies have been making recent headlines in higher education with the promise, or threat, that digital technology will revolutionise the way in which universities operate. Blended learning is part of this digital revolution and institutions of higher education worldwide are increasingly adopting it as a new mode of delivery. The exposure of blended learning as central to mainstream higher education has been heightened exponentially during the COVID-19 pandemic. Purpose: Challenged by the argument around the concept of ‘blended’ being ill defined, and also given the lack of practical ‘blended’ experiences in physical education teacher education (PETE), this paper aims to explore physical education teacher educators’ and pre-service teachers’ (PSTs’) enactment and experiences of an integrated approach to blended learning. Met...

http://hdl.handle.net/10344/9377

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Conceptualising examinable physical education in the Irish context: Leaving Certificate Physical Education (2019)

Scanlon, Dylan; MacPhail, Ann; Calderón, Antonio

Conceptualising examinable physical education in the Irish context: Leaving Certificate Physical Education (2019)

Scanlon, Dylan; MacPhail, Ann; Calderón, Antonio

Abstract:

A Physical Education Development Group (PEDG) was responsible for constructing a new school subject curriculum, Leaving Certificate Physical Education (LCPE), in Ireland. This paper provides an insight into this development group and explores the process of curriculum development, and the influence of roles and power-ratios within the group, in the construction of the LCPE curriculum. Figurational sociology concepts (Elias, 1978) were drawn on to make sense of the curriculum makers’ experiences. Interviews were conducted with 10 PEDG members. The findings suggest that the members’ roles had very little, if any, influence on the curriculum development process. Findings also revolved around the unbalanced power-ratios which existed in the PEDG and highlighted the socially powerful position of ‘strong, well-established’ (in the academic field of curriculum development – participant's words) members and the other members (predominantly representing practicing teachers). We express ...

http://hdl.handle.net/10344/8331

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The (mis)alignment between young people's collective physical activity experience and physical education curriculum development in Ireland (2020)

Coulter, Maura; Scanlon, Dylan; MacPhail, Ann; O'Brien, Wesley; Belton, Sarahjane;...

The (mis)alignment between young people's collective physical activity experience and physical education curriculum development in Ireland (2020)

Coulter, Maura; Scanlon, Dylan; MacPhail, Ann; O'Brien, Wesley; Belton, Sarahjane; Woods, Catherine

Abstract:

Major curriculum changes have recently occurred in Ireland, including redeveloping the primary curriculum and the enactment of the Junior Cycle Framework (DES, 2015). Positive and negative experiences affect the attitudes which contribute to determining the quality of curricular experiences. Framed in the work of Fullan, M. (1991. The New Meaning of Educational Change. Toronto: Teachers College Press) and Dewey, J. (1997. Experience and Education. New York, NY: Touchstone), this study aims to understand how young people’s experiences of collective physical activity can inform physical education curriculum development and enactment. Focus group interviews were conducted in three primary and three post-primary schools. The young people’s experiences reflected the features of meaningful physical education: fun opportunities, preferably outside; to socially interact with friends; provision of activities that are both competitive and non-competitive; activities focused on team sport and ...

http://hdl.handle.net/10468/10604

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The (mis)alignment between young people's collective physical activity experience and physical education curriculum development in Ireland (2020)

Coulter, Maura; Scanlon, Dylan; MacPhail, Ann; O'Brien, Wesley; Belton, Sarahjane;...

The (mis)alignment between young people's collective physical activity experience and physical education curriculum development in Ireland (2020)

Coulter, Maura; Scanlon, Dylan; MacPhail, Ann; O'Brien, Wesley; Belton, Sarahjane; Woods, Catherine B.

Abstract:

The full text of this article will not be available in ULIR until the embargo expires on the 19/02/2022
Major curriculum changes have recently occurred in Ireland, including redeveloping the primary curriculum and the enactment of the Junior Cycle Framework (DES, 2015). Positive and negative experiences affect the attitudes which contribute to determining the quality of curricular experiences. Framed in the work of Fullan, M. (1991. The New Meaning of Educational Change. Toronto: Teachers College Press) and Dewey, J. (1997. Experience and Education. New York, NY: Touchstone), this study aims to understand how young people’s experiences of collective physical activity can inform physical education curriculum development and enactment. Focus group interviews were conducted in three primary and three post-primary schools. The young people’s experiences reflected the features of meaningful physical education: fun opportunities, preferably outside; to socially interact with friends; ...

http://hdl.handle.net/10344/9345

Marked Mark

The (mis)alignment between young people’s collective physical activity experience and physical education curriculum development in Ireland (2020)

Coulter, Maura; Scanlon, Dylan; MacPhail, Ann; O'Brien, Wesley; Belton, Sarahjane;...

The (mis)alignment between young people’s collective physical activity experience and physical education curriculum development in Ireland (2020)

Coulter, Maura; Scanlon, Dylan; MacPhail, Ann; O'Brien, Wesley; Belton, Sarahjane; Woods, Catherine

Abstract:

Major curriculum changes have recently occurred in Ireland, including redeveloping the primary curriculum and the enactment of the Junior Cycle Framework (DES, 2015). Positive and negative experiences affect the attitudes which contribute to determining the quality of curricular experiences. Therefore, a smooth transition from primary to post-primary should be predicated upon continuity of curricula and of young people’s positive learning experiences in physical education. Framed in the work of Fullan (1991) and Dewey (1997), this study aims to understand how young people’s experiences of collective physical activity can inform physical education curriculum development and enactment. Focus group interviews were conducted in three primary and three post-primary schools. The young people’s experiences reflected the features of meaningful physical education: fun opportunities, preferably outside; to socially interact with friends; provision of activities that are both competitive and n...

http://doras.dcu.ie/25052/

Displaying Results 1 - 5 of 5 on page 1 of 1