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Journal

Secondary Education and Teaching

Australian Journal of Teacher Education

Physical education

Publication Year

Articles 1 - 4 of 4

Full-Text Articles in Education

Insights From Senior-Secondary Physical Education Students On Teacher-Related Factors They Perceive To Influence Academic Achievement, Rachael J. Whittle, Amanda Telford, Amanda C. Benson Jan 2019

Insights From Senior-Secondary Physical Education Students On Teacher-Related Factors They Perceive To Influence Academic Achievement, Rachael J. Whittle, Amanda Telford, Amanda C. Benson

Australian Journal of Teacher Education

This research aimed to explore student perceptions of teacher-related factors that may influence academic achievement in the context of Victorian Certificate of Education (VCE) Physical Education. This qualitative study involved 23 VCE Physical Education students from three government and one independent secondary school in Victoria, Australia. Focus groups utilising a semi-structured interview schedule explored student perceptions of teacher-related factors on academic achievement. The importance of teachers having a good ‘attitude’, a broad repertoire of teaching strategies, making real-world connections, developing positive student-teacher relationships and facilitating access to themselves outside of scheduled class time were perceived by students as important influences.


Teacher’S Perceptions Of How They Influence Student Academic Performance In Vce Physical Education, Rachael J. Whittle, Amanda Telford, Amanda C. Benson Jan 2018

Teacher’S Perceptions Of How They Influence Student Academic Performance In Vce Physical Education, Rachael J. Whittle, Amanda Telford, Amanda C. Benson

Australian Journal of Teacher Education

This research explored teacher perceptions of how they influence academic performance of Victorian Certificate of Education (VCE) Physical Education students. VCE Physical Education teachers (n = 37) from 31 secondary schools in Victoria, Australia participated in a qualitative study using focus groups with a semi-structured interview schedule. Recorded focus group discussions were transcribed verbatim, coded and analysed (NVivo 11). A social-ecological model was used to categorise emergent themes. At the individual level teachers perceived content knowledge, expectations, passion and enthusiasm, pedagogical content knowledge and use of reflective practices to inform teaching as key factors influencing student academic performance. Social level influences ...


The ‘Perfect’ Senior (Vce) Secondary Physical Education Teacher: Student Perceptions Of Teacher-Related Factors That Influence Academic Performance, Rachael J. Whittle, Amanda Telford, Amanda C. Benson Jan 2015

The ‘Perfect’ Senior (Vce) Secondary Physical Education Teacher: Student Perceptions Of Teacher-Related Factors That Influence Academic Performance, Rachael J. Whittle, Amanda Telford, Amanda C. Benson

Australian Journal of Teacher Education

Improving student academic performance in senior-secondary education increases student opportunities for employment, training and further education. The aim of this research was to identify students’, completing the Victorian Certificate of Education (VCE) Physical Education, perceptions of teacher-related factors that influence subject specific academic performance. Unit 3 and 4 VCE Physical Education students (n = 23) from three government secondary schools and one independent secondary school in Victoria, Australia completed poster annotations identifying their perception of the ‘perfect’ VCE Physical Education teacher. The de-identified data from the posters were transcribed verbatim, coded and analysed using NVivo software to explore student perceptions of ...


Teacher Education And Experiential Learning: A Visual Ethnography, Maureen F. Legge, Wayne Smith Jan 2014

Teacher Education And Experiential Learning: A Visual Ethnography, Maureen F. Legge, Wayne Smith

Australian Journal of Teacher Education

Abstract: This article reports research that critically examined our teacher education outdoor education pedagogy. The purpose was to use visual ethnography to critique our teaching over twenty years of annual five-day bush-based residential camps. The bush camps were situated in an outdoor education programme contributing to a four-year undergraduate teacher education Bachelor of Physical Education in Aotearoa New Zealand. The research method involved photo-elicitation of selected photographs representing students’ experiences and our practices. We each wrote about the photographs using introspection and recall to create a layered narrative analysis reflecting on the educative focus of the images. We responded to ...