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A critical evaluation of the roles and responsibilities of the Physical Education teacher - perspectives of a student training to teach P.E. in Primary schools

A critical evaluation of the roles and responsibilities of the Physical Education teacher - perspectives of a student training to teach P.E. in Primar

A critical evaluation of the roles and responsibilities of the Physical Education teacher - perspectives of a student training to teach P.E. in Primary schools  
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This paper presents a discussion about some of the roles and responsibilities associ- ated with being a Physical Education (P E ) teacher as they are perceived by an under- graduate trainee teacher at Hope University The paper will examine critically what are considered to be some of the key roles and responsibilities for the P E teacher, with an aim to developing a deeper understanding of how these roles and responsi- bilities may contribute to sound pedagogical practice in the school setting *NB. It is recognised by the authors that the "Every Child Matters" (ECM) legislation from the Government has become an extremely important initiative which has affected education provision profoundly in recent years Every Child Matters (2004) states that, "Every Child Matters: Change for Children" is a new approach to the well-being of children and young people from birth to age nineteen The Government's aim is for every child, whatever their background or their circumstances, to have the support they need to; be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being In working towards these aims it is expected that, "any organisations involved with providing services to children - from hospitals and schools, to police and voluntary groups (including universities), will be team- ing up in new ways, sharing information and working together, to protect chil- dren and young people from harm and help them achieve what they want in life" (Every Child Matters: Change for Children, 2004) This major piece of government legislation is outlined here to acknowledge its importance for practicing teachers and students intending to become teachers The original parameters of this paper did not include the ECM agenda and there was a potential that this paper may have become dominated by it or be guilty of only mentioning it superficially A discussion of the ECM agenda would warrant a full paper as a stand alone discussion but is highlighted here for the reader to note that it has not been overlooked
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