The purpose of this study was to analyse and explore the experiences of four first year physical education teachers who teach and have taught Sudanese Refugee Students. An interpretative approach was taken to understand the physical educators' knowledge and understanding of the students learning styles. Data was collected from participant information sheets, interviews, discussion groups and through observing classes. Data was analysed as 4 case studies using inductive analysis that identified emergent themes from each participant. Comparison of the cases showed that the first year teacher's experienced similar challenges in implementing there schools physical education program. The findings of this study highlight the vast different learning styles of students from Sudan and the strategies that these teacher's trialled and incorporated into their lessons in an attempt to minimise the disruptions that they experienced when first introduced to the students.
Christopher Baldwin, Australian Catholic University, Australia
Stream: Social Sciences
This paper is part of the ACSS2013 Conference Proceedings (View)
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