PEPRN Podcast

PEPRN Podcast

By Ashley CaseyEducation
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PEPRN Podcast episodes

  • Episode 33 - It's broke: fix it
    This week’s podcast asks if we are caught, like a rabbit, in the headlights of indecision. In other words, do we already know that we should change in our extra-curricular provision to serve the needs of all pupils but feel the pull towards the aspects of physical education that attracted us to the subject in the first place? The blog concludes by asking us to at least begin to question the full value of an interscholastic programme that favours the few over the many.
    11 min
  • Episode 32 - lost in articulation
    This week’s podcast explores research that originated in the US and France around teaching the content of physical education. It argues that there are so many ‘things’ involved in teaching and learning that many of the skills (for want of a better word) of the teacher remain implicit. It is only when we make these skills explicit that we begin to better understand what it takes to be a good teacher.
    13 min
  • Episode 31 - Appearances can be deceiving
    This week’s podcast looks at the idea that teaching (and by this I don’t mean learning) is dependant on the cooperation engendered between the teacher and the student(s) and the manner in which they (the students) engage in deviant or non-deviant behaviour. It argues that (in terms of student compliance) the manner and rigor with which the teacher holds students’ accountable is directly related to students apparent engagement. However, it also warns that non-deviant behaviour does not equate to engagement in the task and could simply be a way of ‘hiding out’ from the teacher and the task.
    16 min
  • Episode 30 - Technically that was a good lesson but socially…
    In this week’s podcast we consider the lens through which we view ‘good practice’ and subsequently the ways we construct a good or a bad teacher. Drawing on the idea that mastering the techniques of teaching allows the teacher to firstly survive and then thrive in the classroom the blog goes on to argue that this only true if we maintain the status quo in our subject. It concludes by asking what would happen if we changed the measures of good teaching and looked at the social interactions of students rather than their ability to reproduce skills?
    16 min
  • Episode 29 - Needs must...
    This week’s podcast argues that student teachers are almost forced into a culture of compliance and replication that stagnates practice. The blog asks how we are expecting to make change and develop teaching if we don’t problematize taken-for-granted truths about teaching and learning.
    11 min
  • Episode 28 - Eminently replaceable?
    This week’s podcast explores the idea that we have “disavowed our tradition which focuses on and values the physical as experience” and suggests that, in doing this, we have focused on ology’s and not actions. It argues that we need to either put the physical back into university physical education or reconsider what we teach in schools. Maybe, given our degrees, we would be better off teaching our grade 2 and 3 students biomechanics rather than basketball – after all that is where our expertise really lies. Finally it argues that we are more similar than we know and, as such, as teachers, are eminently replaceable.
    13 min
  • Episode 27 - Don’t be an idiotés
    This week’s podcast explores the idea of bio-pedagogy and argues that we should stop being idiotés and instead be contributing citizens. By engaging in bio-pedagogy (a form of autobiographical inquiry that looks at the links between personhood and pedagogy) the blog argues that we need to think less about doing things as we are expected to do them and more about what, ethically, we think the aims of education should be and then advocate for it.
    13 min
  • Episode 26 - let's talk about pedagogy
    This week’s podcast explores the theoretical shift that occurred between the first and second drafts of Mosston’s seminal book Teaching Physical Education. It argues that in moving away from a hierarchy of teaching styles against which teachers might measure themselves, the spectrum of teaching styles made a 180-degree turn. It moved away from an ideology that hoped to make every child independent in the decision-making process to one that prescribed certain outcomes to different styles of teaching. It moved from a place that positioned teachers as lifelong learning to one that positioned them as end-users of approaches to teaching that almost guaranteed the outcomes that they sought.
    15 min
  • Episode 25 - The assumptions we make…and defend
    This week’s podcast question the ‘truth’ behind the ideas we hold so dear. Like those who believed the world was flat, or those who believed that to spare the rod was to spoil the child, or that a child should be seen and not heard, teachers believe in key ideas even though once good, many have turned out to be bad. The blog concludes by suggesting that this doggedness may be a root cause of the inflexibility of our subject and our profession to change. After all, what I do is fine…the problem lies elsewhere.
    14 min
  • Episode 24 - What am I in this to achieve and for whom?
    This week’s podcast asks if the things we say we believe in when it comes to education actually feature in our lessons. It argues that saying something, i.e. I believe in democracy, is not the same as doing something, i.e. having a democratic classroom, and it is not until actions match words that we can truly be said to “do as I do.” It concludes by suggesting that the matter is in our hands but that it requires an understanding of each child’s individual needs to achieve our true beliefs.
    12 min

About PEPRN Podcast

From the publisher's feed

Blog Order (Podcast 1 in Blog 40)

40. J. Miller, K. Vine, and D. Larkin, ‘The Relationship of Product and Process Performance of the Two-Handed Sidearm Strike’, Physical…