Browse All

Theses & Dissertations

Submissions

Teaching value-laden curricula in physical education

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Catherine D. Ennis, Professor (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: Research on physical educators' value orientations has identified five orientations: disciplinary mastery, learning process, self-actualization, social responsibility, and ecological integration. An interpretive research design was used to compare the extent to which 2 physical education teachers' content differed because of their value orientations. Findings revealed that the 2 teachers established curriculum goals and emphasized aspects of the physical education content that were associated with their individual value orientations. Dan, a learning-process-oriented teacher, stressed teaching students learning skills by breaking down movement skills into simple elements. John, a social-responsibility-oriented teacher, emphasized teaching social responsibility through physical activities. Both teachers viewed learning physical activities as a means to develop students' analytic or social skills. However, philosophical differences were found in how curricular goals and content were determined. The findings suggest that clarifying teachers' value orientations should be considered an appropriate initial step in curriculum innovation and change.

Additional Information

Publication
Journal of Teaching in Physical Education, 15, 338-354
Language: English
Date: 1996
Keywords
physical education, value orientations, disciplinary mastery, learning process, self-actualization, social responsibility, ecological integration, interpretive research design