Perceptions and experiences of Singapore's beginning physical education teacher (BPETs) in enacting blended learning : an exploratory study

Abstract

As the COVID-19 pandemic has disrupted Singapore’s education system, Home-Based Learning (HBLs) was implemented so that learning could continue despite being remote. This has opened up greater opportunities for Blended Learning (BL) across the schools. However, Physical Education (PE) teachers face numerous challenges as the subject requires physical movements and tactile learning. Furthermore, with Beginning Physical Education Teachers (BPETs) gaining experience in teaching yet adapting to the ever-changing situation due to the pandemic, it is crucial to understand how BPETs conduct and feel about their BL. The purpose of this exploratory study explored the perceptions and experiences that these secondary school BPETs faced in delivering BL. Phenomenological semi-structured interviews were conducted with five BPETs which were then transcribed verbatim and analysed. These BPETs believe imparting values to their students, having high participation and engagement rate in class, and always checking on their student’s learning are important. While enacting blended learning in PE, the BPETs agree that BL helps to provide prior understanding for knowledge-based content where students can gain autonomy and control over their learning. They also felt that recapping what was learnt during the physical classes is important. These BPETs have also faced challenges such as dealing with students’ actions towards learning, having limited time, support, and resources. This exploratory study provides purposeful insights that may help to improve BL in PE and to build interest for potential researchers to explore the topic. Furthermore, future studies can venture into different schooling levels and PE teachers’ years of teaching experience.