Physical Education Teacher Education: Interdisciplinary approaches Prof. Dr. K. De Martelaer Vrije universiteit Brussel (VUB)- Belgium (with the support of Prof. Dr. K. Armour) University of Birmingham - UK ENSSEE-2013-PE

Part I: Pedagogical cases as professional learning tool for interdisciplinary learning ENSSEE-2013-PE Prof. Dr. K. Armour Case who? Pedagogical case Armour K. (Ed). 'Pedagogical Cases in Physical Education and Youth Sport' London: Routledge. (Forthcoming, January 2014)

Introduction - Focus on good practices and future possibilities to teach interdisciplinary in PE in primary, secondary education and higher education (PETE). ENSSEE-2013-PE

Introduction ENSSEE-2013-PE Part I: interdisciplinary teaching in PEPE using pedagogical cases, …. Part II: is based on the model of Cone et al. (2009) as worked out in the book “Interdisciplinary elementary physical education”, as a continuum from simple to complex (connection-shared- partnership).

“Who are you?” ENSSEE-2013-PE Tell your neighbour(s): Name, institution, course(s) Interdisciplinary experience Interdisciplinary dreams

PART II : Continuum “Where are you?” ENSSEE-2013-PE Uniqueness of each subject area Interrelationships among subjects and subject teachers Disciplines - Interdisc – Multidisc - Trans-disciplinary Separated - Connected - Shared - Partnership Cone et al. (2009)

ENSSEE-2013-PE Several subject / sciences separately Interdisciplinary Separated - Connected - Shared - Partnership

PART II : Continuum ENSSEE-2013-PE Interdisciplinary education = process in which two or more subject areas are integrated with the goal of fostering enhanced learning in each subject area. The disciplines may be related through a central theme, issue, problem, process, topic, or experience (Jacobs, 1989)

ENSSEE-2013-PE 3 Interdisciplinary teaching models (Cone et al., 2009)

ENSSEE-2013-PE ConnectedSharedPartnership Fruit cocktailFruitcakeFruit smoothie Choose subject area content for connection, used to supplement learning experience Linkage of similar topics, concepts or skills from subject areas Complex unification (links) of content from subject areas Independently plan, shedule, learning sequence Teachers discuss content they plan & identify common skills, topics or concepts Collaborating to deliver an agreed content within curricular areas Takes planning Consult colleagues about resources, information,.. Taught collaborative with another teacher, common lessons or unit at a similar period, in different classrooms/sessions Thaught collaboratively with other teacher(s) = Team-teaching N= …..N= ….

PART II : Continuum ENSSEE-2013-PE Seek to connect the disciplines through points of attachment. It proposes to unify understanding by organizing skills and knowledge along lines of connection and convergence rather than along lines of divergence and differentiation.

PART II : Continuum ENSSEE-2013-PE There is no longer as much discussion among educators about whether to blend the subject areas, as about when, to what degree, and how best to do it. (Association for Supervision and Curriculum Development, 1994, pp. 1-2)

ENSSEE-2013-PE Group task “Let’s GRO(W)” Interdisciplinary work in PETE? What to link? When to link? How to organize / manage? To what degree?

Reflection - Conclusion ENSSEE-2013-PE

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