Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 175 - 187 |
| Number of pages | 13 |
| Journal | Asia-Pacific Journal of Health, Sport and Physical Education |
| Volume | 4 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2013 |
Cite this
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A critical `critical inquiry' proposition in health and physical education. / Leahy, Deana; O'Flynn, Gabrielle; Wright, Jan.
In: Asia-Pacific Journal of Health, Sport and Physical Education, Vol. 4, No. 2, 2013, p. 175 - 187.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - A critical `critical inquiry' proposition in health and physical education
AU - Leahy, Deana
AU - O'Flynn, Gabrielle
AU - Wright, Jan
PY - 2013
Y1 - 2013
N2 - A critical inquiry approach is one of five key charateristics that have shaped the development of the new Australian Curriculum: Health and Physical Education (AC: HPE). However, what this means is open to interpretation. In the various documents leading to the consultation draft AC: HPE and in this document itself, critical inquiry is used in varying ways with differing intentions. In this paper, we examine the conditions of possibility for particular understandings of critical inquiry in the AC: HPE and the shifts in meaning over time in the AC: HPE documentation that has been publicly available for consultation. We examine the potential for particular versions of critical inquiry to be translated from curriculum documents to classroom teaching through an examination of how critical inquiry has been deployed by HPE preservice teachers in their teaching during their final professional experience.
AB - A critical inquiry approach is one of five key charateristics that have shaped the development of the new Australian Curriculum: Health and Physical Education (AC: HPE). However, what this means is open to interpretation. In the various documents leading to the consultation draft AC: HPE and in this document itself, critical inquiry is used in varying ways with differing intentions. In this paper, we examine the conditions of possibility for particular understandings of critical inquiry in the AC: HPE and the shifts in meaning over time in the AC: HPE documentation that has been publicly available for consultation. We examine the potential for particular versions of critical inquiry to be translated from curriculum documents to classroom teaching through an examination of how critical inquiry has been deployed by HPE preservice teachers in their teaching during their final professional experience.
UR - http://www.tandfonline.com/doi/pdf/10.1080/18377122.2013.805479
U2 - 10.1080/18377122.2013.805479
DO - 10.1080/18377122.2013.805479
M3 - Article
VL - 4
SP - 175
EP - 187
JO - Asia-Pacific Journal of Health, Sport and Physical Education
JF - Asia-Pacific Journal of Health, Sport and Physical Education
SN - 1837-7122
IS - 2
ER -