Reference : Ethical Aspects in Teaching Physical Education
Parts of books : Contribution to encyclopedias, dictionaries...
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/40965
Ethical Aspects in Teaching Physical Education
English
Scheuer, Claude mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Thill, Jean-Luc mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) > Institute of Applied Educational Sciences]
12-Nov-2019
Encyclopedia of Teacher Education
Peters, Michael A.
Springer
Yes
978-981-13-1179-6
Singapore
Singapore
[en] Duty of care ; Ethics ; Good practice ; Morals ; Values
[en] Physical Education in schools can contribute positively to children and young people’s development in many ways. Besides the important contribution that Physical Education has on physical and motor development, it can also be an important vehicle for cognitive, personal, social, and emotional development too. Such development is enhanced through informed thinking, caring, and enlightened Physical Education teaching by teachers who are operating within an ethical framework of good practice. Children and young people, as well as their families, should have every confidence that when in school Physical Education teachers treat learners with respect and understanding. Thus, it is of primordial importance that Physical Education teachers promote good practice and procedures by complying to values-related principles while being ever vigilant and aware of their responsibilities toward the children and young people in their care. In this entry, we explore ethical practice in Physical Education from the perspective of ethical teaching and the role the subject can play in contribution to the development of ethical awareness in children and young people.
Researchers ; Professionals ; Students ; General public
http://hdl.handle.net/10993/40965
10.1007/978-981-13-1179-6_340-1

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