Background & Purpose Heterogeneity/diversity in classrooms seems to be on the rise. The three main categories of heterogeneity comprise segregation along body-oriented, social (residential, spatial) and economical... [ view full abstract ]
Background & Purpose
Heterogeneity/diversity in classrooms seems to be on the rise. The three main categories of heterogeneity comprise segregation along body-oriented, social (residential, spatial) and economical differentiation lines (Lutz & Wenning, 2001). These categories are also relevant for P.E. classes, however, body-oriented and sports related differences together with social-emotional deficiencies prove to be of special importance (Leineweber & Thomas, 2017). The study presented aims to gain a deeper understanding of how P.E. teachers cope with these challenges and problems, but also investigates the benefits.
Methods
The goal is to videograph and subsequently interview 20 P.E. teachers from different primary and secondary schools. As of now, 5 video-takes and stimulated-recall interviews have been conducted, all in heterogeneous settings. The interviews are being analysed according to Grounded Theory Methodology (Glaser & Strauss, 2017) and the videos by reconstructive video analysis (Herrle & Dinkelaker, 2016), respectively.
Results
Preliminary findings suggest that teachers have developed pragmatic ways to deal with heterogeneity in their P.E. classes with regard to teaching methods, choosing and staging sport contents or communicating and interacting with pupils. However, below a surface level, there seems to be evidence of teachers struggling with job-related contradictions (Helsper, 2016) and inadequate teaching conditions. These seem to become especially relevant with respect to the heterogeneity categories named above. Strategies vary from distancing oneself from problems (rhetorically and in teaching action) to actively addressing challenges and developing solutions together with pupils which results in viewing heterogeneous P.E. classes as a benefit.
Conclusions
These different approaches have to be investigated in more detail in order to elucidate personal dispositions and attitudes as well as teaching conditions supportive of proactive problem solving strategies in P.E. Findings ought to be used for improving teacher education at university level as well as further training on the job.
