Literate individuals possess knowledge and skill and can apply these to perform tasks in novel settings. Knowledge is at the heart of physical literacy and provides the foundation for knowing what to do and how and wh...Literate individuals possess knowledge and skill and can apply these to perform tasks in novel settings. Knowledge is at the heart of physical literacy and provides the foundation for knowing what to do and how and when to perform. In this paper I argue that physical literacy includes not only knowledge for performance but also the ability to apply knowledge and use knowledge for innovation. Scholars since the 1930s have addressed the role of knowledge in physical literacy designing curricula centered on transmitting knowledge through a range of interdisciplinary approaches to physical education. This emphasis on physical literacy curricula continues today in the Science, PE, ＆ Me.t and The Science of Healthful Living interdisciplinary curricula.展开更多
Developing learner autonomy （LA） requires a shift of control from teachers to students. This development also relates to teacher autonomy （TA）, which requires school managers to relinquish some degree of their own...Developing learner autonomy （LA） requires a shift of control from teachers to students. This development also relates to teacher autonomy （TA）, which requires school managers to relinquish some degree of their own autonomy （MA） to teachers. Thus, a problem arises： how can the three levels of control-shifts co-exist and survive in harmony, and ideally, thrive each in its own way？ Based on a recent case study, this paper aims to explore the complexity of the dynamic interaction between these three types of autonomy within an educational hierarchy. The study was conducted in a Chinese secondary school which was promoting whole-person development through a comprehensive innovation project. The participants comprised nine English teachers, the executive director, and the principal. Data collection methods included interviews, observations, and post-lesson discussions. Three issues are addressed in this paper： the principal＇s perceptions of LA, a classroom instruction model to cultivate LA, and a teacher training scheme to facilitate TA. The findings display a complex picture of these issues, and imply the importance of a genuine, shared understanding of the nature of autonomy and the need to carefully ensure the optimal balance among the three types of autonomy in the design and implementation of curriculum innovations.展开更多
文摘Literate individuals possess knowledge and skill and can apply these to perform tasks in novel settings. Knowledge is at the heart of physical literacy and provides the foundation for knowing what to do and how and when to perform. In this paper I argue that physical literacy includes not only knowledge for performance but also the ability to apply knowledge and use knowledge for innovation. Scholars since the 1930s have addressed the role of knowledge in physical literacy designing curricula centered on transmitting knowledge through a range of interdisciplinary approaches to physical education. This emphasis on physical literacy curricula continues today in the Science, PE, ＆ Me.t and The Science of Healthful Living interdisciplinary curricula.
文摘Developing learner autonomy （LA） requires a shift of control from teachers to students. This development also relates to teacher autonomy （TA）, which requires school managers to relinquish some degree of their own autonomy （MA） to teachers. Thus, a problem arises： how can the three levels of control-shifts co-exist and survive in harmony, and ideally, thrive each in its own way？ Based on a recent case study, this paper aims to explore the complexity of the dynamic interaction between these three types of autonomy within an educational hierarchy. The study was conducted in a Chinese secondary school which was promoting whole-person development through a comprehensive innovation project. The participants comprised nine English teachers, the executive director, and the principal. Data collection methods included interviews, observations, and post-lesson discussions. Three issues are addressed in this paper： the principal＇s perceptions of LA, a classroom instruction model to cultivate LA, and a teacher training scheme to facilitate TA. The findings display a complex picture of these issues, and imply the importance of a genuine, shared understanding of the nature of autonomy and the need to carefully ensure the optimal balance among the three types of autonomy in the design and implementation of curriculum innovations.
