Abstract
The purpose of this study was to analyze and explore the experiences of eight first-year physical education teachers who have taught African refugee students. Interviews were conducted at the end of each participant’s first year of teaching. The findings of this study highlight the vast different learning styles of students from Africa and the strategies that these teachers trialed and incorporated into their lessons in an attempt to minimize the disruptions they experienced when first introduced to the students. The results of this study, together with information from the literature, suggest that the training and education of teachers in Australia must incorporate strategies for teaching students from different backgrounds, cultures, and living situations to better facilitate the inclusion of them in school-based activities and learning.
Highlights
In their first year, physical education teachers become aware of the many complexities and difficulties that are involved in the teaching profession
Following on from the subject area of physical education being questioned over its appropriateness, the teaching of physical education to pre-service primary school teachers has been questioned in the literature because of the difficulties primary school teachers often encounter with teaching physical education
Like other beginning teachers, still learn the ropes alone, especially if they are employed as a physical education specialist in a primary school
Summary
Physical education teachers become aware of the many complexities and difficulties that are involved in the teaching profession. Must they overcome these, but they must grapple with the additional intricacies that are part of being a first-year teacher beginning their teaching career (Hardy, 1999). Physical education teachers’ induction into the teaching profession differs slightly from that of other teaching subjects. The authors suggest that due to the lack of confidence in primary-based teachers to teach physical education programs, professional development and pre-service education needs to be strengthened and made more suitable for primary school teachers’ needs and skill set.
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