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Pedagogy research through the years in RQES
Amelia M Lee1, Melinda A Solmon
1Department of Kinesiology, Louisiana State University, Baton Rouge, LA 70803, USA. amlee@lsu.edu
Research Quarterly for Exercise and Sport
|August 27, 2005
Summary
Research on physical education teaching, curriculum, and teacher education has evolved from expert opinion to evidence-based science over 75 years. This scientific approach informs effective teaching and teacher education programs.
Area of Science:
- Physical Education Pedagogy
- Teacher Education Research
- Curriculum Studies
Background:
- This paper reviews 75 years of research in Research Quarterly for Exercise and Sport focusing on physical education teaching, curriculum, and teacher education.
- It traces the evolution of scholarly inquiry in this field over three-quarters of a century.
Observation:
- Early research was characterized by "expert" discourses dictating the nature of physical education.
- The field has transitioned towards scientific approaches, emphasizing evidence-based knowledge over subjective beliefs.
Findings:
- Investigations into teaching and learning processes now provide empirical benchmarks for teacher education program design.
- This research informs the evaluation of instruction and enhances effective teaching practices in physical education.
Implications:
- A broad perspective on pedagogy is advocated, recognizing its central role in physical education.
- Interdisciplinary collaboration among pedagogical researchers can significantly contribute to increasing physical activity levels.
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