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Physical Education Teacher Education: Interdisciplinary approaches

Prof. Dr. K. De MartelaerVrije universiteit Brussel (VUB)- Belgium(with the support of Prof. Dr. K. Armour)University of Birmingham - UK

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Part I: Pedagogical cases as professional learning tool for

interdisciplinary learning

Prof. Dr. K. Armour

Case who?Pedagogical

case

Armour K. (Ed). 'Pedagogical Cases in Physical Education and Youth Sport' London: Routledge. (Forthcoming, January 2014)

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Introduction

- Focus on good practices and future possibilities to teach interdisciplinary in PE in primary, secondary education and higher education (PETE).

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Introduction

Part I: interdisciplinary teaching in PEPE using pedagogical cases, ….

Part II: is based on the model of Cone et al. (2009) as worked out in the book “Interdisciplinary elementary physical education”, as a continuum from simple to complex (connection-shared-partnership).

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“Who are you?”

Tell your neighbour(s):

Name, institution, course(s)

Interdisciplinary experience

Interdisciplinary dreams

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PART II : Continuum “Where are you?”

Uniqueness of each subject area

Interrelationships among subjects and subject teachers

Disciplines - Interdisc – Multidisc - Trans-disciplinary

Separated - Connected - Shared - Partnership Cone et al. (2009)

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Science

1

Science

2

Science

3

Science

402468

101214

Year 3Year 2Year 1

Science 1

Science 2

Science 3Science 4

Science 5 Assesm 1Assesm 2

Several subject / sciences separately Interdisciplinary

Separated - Connected - Shared - Partnership

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PART II : Continuum

Interdisciplinary education = process in which two or more subject areas are integrated with the goal of fostering enhanced learning in each subject area.

The disciplines may be related through a central theme, issue, problem, process, topic, or experience

(Jacobs, 1989)

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3 Interdisciplinary teaching models (Cone et al., 2009)

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Connected Shared Partnership

Fruit cocktail Fruitcake Fruit smoothie

Choose subject area content for connection, used to supplement learning experience

Linkage of similar topics, concepts or skills from subject areas

Complex unification (links) of content from subject areas

Independently plan, shedule, learning sequence

Teachers discuss content they plan & identify common skills, topics or concepts

Collaborating to deliver an agreed content within curricular areasTakes planning

Consult colleagues about resources, information, ..

Taught collaborative with another teacher, common lessons or unit at a similar period, in different classrooms/sessions

Thaught collaboratively with other teacher(s)= Team-teaching

N= ….. N= …. N= ….

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PART II : Continuum

Seek to connect the disciplines through points of attachment.

It proposes to unify understanding by organizing skills and knowledge along lines of connection and convergence rather than along lines of divergence and differentiation.

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PART II : Continuum

There is no longer as much discussion among educators about whether to blend the subject areas, as about when, to what degree, and how best to do it.

(Association for Supervision and Curriculum Development, 1994, pp. 1-2)

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Group task “Let’s GRO(W)”Interdisciplinary work in PETE?

What to link? When to link?

How to organize / manage?To what degree?

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Reflection - Conclusion

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Thank you for your attention!Further contact?

kdmartel@vub.ac.be