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I, Samantha Andrea Kahts-Kramer, am part of the Next Generation Initiative (NGI) scholarship program at the Department of Human Movement Science (HMS) within the Faculty of Health Science at the Nelson Mandela University (NMU).
As a NGI recipient I strive to be a scholar of my own teaching practices and a doctorate student that gives back to the community I work in through applying Participatory Action Research (PAR) principles. I am a qualified Biokineticist who has completed a Masters degree in the Fundamental Movement Skill proficiency status of children aged 9 to 12 years old (to review articles, click on link one and two). I am currently in my final year of my doctorate degree, which is aimed at exploring how Primary School teachers' fundamental movement skill proficiency pedagogical content knowledge can be enriched through Participatory Action Learning and Research (PALAR).
This will be my fifth to eighth year as a lecturer within the areas of Motor Development, Physical Education and Systematic Review/Quantitative Research Methods. My teaching philosophy drives my teaching practices and includes ‘through following your PASSION, taking RESPONSIBILITY for your own learning, ENGAGING with the content and EXPERIENCING the application thereof in the REAL WORLD, whilst REFLECTING learning emerges’.
There are three highlights for me in the year 2017/2018. The first was engaging in a doctorate grounded in PALAR. The second was establishing a community of practice with colleagues at the Center for Teaching, Learning and Media aimed at creating a research initiative which merges NMU values, graduate attributes and the humanizing pedagogy within my teaching practices. The third was being part of the South African University Physical Education Association (SAUPEA) national research project aimed at establishing the status of physical education within South Africa.
My goals moving forward include completing my doctorate whilst giving back to the community of teachers and children I have worked with through mastering PALAR principles. Additionally I aim to facilitate my students’ in becoming self-directed learners whilst aiming to apply a humanizing pedagogical approach.
CORE MODULES
ABOUT
Growth and Development Through The Lifespan
Although growth and motor developmental changes throughout the lifespan are illustrated within the module, the primary focus of the module is on practically applying growth and motor developmental theory and principles to physical activity program planning for children and adolescents.
Student numbers: 60 to 70 students
Male and female students
Combination previosly
disadvantaged and former Model C schools.
Systematic Review Research Methods
As the image above illustrates, the systematic review module takes students on a journey through search strategies and using PICOS, keyword, inclusion and exclusion and data extraction tables. This is aimed at facilitating students with synthesizing and critically reflected on their write-up of a proposal and final treatise hand-in. I have upgraded the module to include quantitative research methodology and application. The next goal is to include qualitative research methodology and application.
Student numbers: 15 to 32
Male and female students
Mostly Eastern Cape schools
Combination previosly
disadvantaged and former Model C schools.
Physical Education
The physical education Foundation Phase module aims to provide students with the practical movement-through-education skills to implement physical education with children aged 5 to 9 years olds
Student numbers: 80 to 118
Mainly female students.
Combination previosly
disadvantaged and former Model C schools.
For the purpose of this teaching portfolio I will only focus on Foundation Phase Physical Education. To follow my journey from start to finish and to understand how my teaching philosophy 'lens' evolved, I recommend that the following links are reflected on in successive order: