Despite sound policy and educative reasons for its adoption, the use of Teaching Games for Understanding (TGfU) (Bunker and Thorpe, 1982, 1986b) amongst Physical Education (PE) teachers remains limited. Previous research has indicated that PE (student) teachers’ past and current experiences influence their interpretation and application of this instructional model. The purposes of this interpretative case study therefore were to (a) examine how PE teachers not formally educated in its use interpreted and delivered TGfU using net games and (b) identify the factors that led to their interpretation and delivery of this model. The participants were three purposefully selected teachers from a Sports Academy in the West Midlands, United Kingdom (UK). Data were collected through formal, stimulated-recall and informal interviews, lesson observation field notes, teacher reflective journals and lesson planners. The theoretical framework used to guide data collection and analysis was occupational socialization¹ (Lawson, 1983a, b). The data was inductively analysed teacher by teacher and then by cross-case analysis (Lincoln and Guba, 1985). Findings showed that the teachers demonstrated differing versions of TGfU based around teaching tactics, techniques and use of social constructivist learning strategies. Themes that influenced the teachers’ interpretations and use of TGfU individually and/or collectively were their knowledge of games; the capabilities and behaviour of their pupils and the influence of past and present colleagues. The original contribution to knowledge of this thesis is that the workplace appears incapable of encouraging the full version of the model to be utilised by teachers not previously educated in its use in the UK, irrespective of the relative simplicity of the game taught and the time frame. It is recommended that teachers receive Continuous Professional Development (CPD) to develop their understanding of the tactical problem-solving nature of games; ensure they have sufficient content knowledge and be able to implement the underpinning learning theory effectively.

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 167-172).

Thesis (Ph. D.)--Rutgers University, 2009. / "Graduate Program in Education." Includes bibliographical references (p. 209-216).

Thesis (M.S.)--University of Wisconsin -- La Crosse, 1999. / Digitized and made available by the University of Wisconsin--La Crosse, Murphy Library. Includes bibliographical references. Online version of print edition.

Thesis (Ed.D.)--University of West Florida, 2007. / Title from title page of source document. Document formatted into pages; contains 133 pages. Includes bibliographical references.

Preoject (M.S.)--Virginia Polytechnic Institute and State University, 1990. / Includes bibliographical references (leaves 199-200). Also available via the Internet.

Thesis (M.Ed.)-University of Pretoria, 2007. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves 198-204).

O presente estudo tem por objetivo analisar as teses de doutorado produzidas na FEUSP, na área de pesquisa Filosofia e Educação; esclarecer como a filosofia da educação, enquanto campo de investigação, relaciona teoria e prática; identificar seus objetos de estudo e as formas de abordagem dos problemas pesquisados nas teses. A hipótese da qual partimos defende que teoria e prática são complementares e igualmente relevantes na formação dos profissionais de educação. Como metodologia, fizemos uma pesquisa empírica, por meio da realização do inventário das teses de doutorado da referida área, posteriormente, procedemos à análise destas, procurando nos aproximar de uma abordagem terapêutica no sentido wittgensteiniano. Para isso, buscamos o conceito de jogo de linguagem utilizado por Wittgenstein e levantamos as semelhanças entre as teses e as regras seguidas pelos pesquisadores para desenvolvê-las. / The purpose of the present thesis is the analysis of doctoral thesis produced at FEUSP, inside the Philosophy and Education research field; clarify how Philosophy of Education, as a discipline, relates theory and practice; identify thesis purposes and ways of approach used by their researchers while solving their thesis main problems. The initial hypothesis, which defends that theory and practice are complementary to each other and equally relevant for educators qualification. The methodology employed was empirical research, by the listing and posterior analysis of doctoral thesis from the referred area, seeking for a therapeutic approach in the wittgensteinian sense. To achieve the referred purpose, we resorted to the concept of languagegames used by Wittgenstein and we surveyed the similarities between the present thesis and the rules followed by the researchers to develop them.

Thesis (Ph. D.)--University of North Texas, May, 2009. / Title from title page display. Includes bibliographical references.