Learning to teach is a personal undertaking, which commences well before entry into teacher prepa... more Learning to teach is a personal undertaking, which commences well before entry into teacher preparation programs (Groundwater-Smith et al., 2007). Pre-service teachers bring understandings of themselves and others around health and physical activity to physical education teacher education (PETE). These understandings are informed by biographies and experiences in school-based PE, sport and other movement cultures. Over the years occupational socialisation theory (OST) has provided a popular framing for attempting to understand the 'nature' of pre-service teachers of PE, their experiences of learning to teach and the practices of PETE (O'
ABSTRACT Within the Australian context physical education (PE) and more recently health and physi... more ABSTRACT Within the Australian context physical education (PE) and more recently health and physical education (HPE) have long been ascribed utilitarian value for producing healthy citizens. Whilst this has not been a linear progression over time, traces from the past do inform current assumptions about this utilitarian role. Of consequence are historical contingencies and responses to societal problems around health-related conduct and capabilities of the nations’ citizens. In this paper a genealogical approach is adopted to explore discourses and power relations that have framed the contribution of PE and HPE in shaping students for healthy citizenship. Disciplinary technologies associated with military-style physical training, civilising technologies of game play and responsibilising governmental technologies of contemporary policies will be explored. I conclude in arguing that if HPE is to prepare all students for equitable, inclusive citizenship what is required is the adoption of curricula and pedagogies that counteract hegemonic notions of individual responsibility for healthy citizenship.
ABSTRACT Stories or narratives are integral to meaning making in relation to selves, others and t... more ABSTRACT Stories or narratives are integral to meaning making in relation to selves, others and the choices we make in living. It follows that pre-service teachers’ narratives can provide a means for understanding experiences and processes of becoming teachers of physical education (PE). This paper reports on an interview-based inquiry from which biographical information was collated and constructed as narratives. The specific focus of this paper is demonstrating how Ricoeur's [1991a. Narrative identity. In D. Woods (Ed.), On Paul Ricoeur: Narrative and interpretation (pp. 188–199). London: Routledge; 1992. Oneself as another. Chicago, IL: University of Chicago Press] theorisation of narrative identity can generate understandings about incipient PE teacher identities as developed in various spaces and temporalities. Data are presented through a cluster of significant spaces: sport, families, schooling, PE and Teacher Education plus narratives. Findings indicate that in constructing narrative identities, participants activated links between spaces, their past, present and aspirational futures as teachers. Given this, I conclude by identifying possibilities for PE teacher educators in using personal narratives as resources for exploring significant lifeworld spaces and subjective possibilities.
... [Taylor & Francis Online], [Web of Science ®], [CSA] View all references; Hickey, 200... more ... [Taylor & Francis Online], [Web of Science ®], [CSA] View all references; Hickey, 200119. Hickey, C. 2001. ... In the next section we present a snapshot of the readings made of the narratives of two participants Leanne and D'Arcy. ...
International Journal of Inclusive Education, Nov 3, 2015
Pedagogical practices are fundamental to teachers' work, and in the spaces of schooling impac... more Pedagogical practices are fundamental to teachers' work, and in the spaces of schooling impact significantly on students' success and achievement (Evans, J. 1986. Physical Education, Sport and Schooling: Studies in the Sociology of Physical Education. London: Falmer Press.). This is especially the case for students from disadvantaged backgrounds who are deeply reliant on schooling for their educational resources. This article explores the interrelationships between pedagogical practices, the physical education curriculum at the senior secondary level and learning by both students and a teacher in a school located in an area of socio-economic disadvantage. Action research investigating a pedagogical redesign of a unit of ‘Skill Acquisition’ is the specific focus. Of key interest are pedagogical practices that incorporated opportunities to learn ‘about’ Skill Acquisition ‘through’ and ‘in’ movement. These practices attempted to develop and apply scientific literacies specific to the human movement sciences, which are important for academic success in senior secondary physical education. Findings reveal high student engagement, increasing utilisation of scientific literacies and application of new learning to life-world situations. We argue that pedagogical practices that integrate learning ‘about’ ‘through’ and ‘in’ movement disrupt default modes of teaching theoretical concepts in physical education, which diminish opportunities for academic success amongst students from low-socio-economic backgrounds.
Learning to teach is a personal undertaking, which commences well before entry into teacher prepa... more Learning to teach is a personal undertaking, which commences well before entry into teacher preparation programs (Groundwater-Smith et al., 2007). Pre-service teachers bring understandings of themselves and others around health and physical activity to physical education teacher education (PETE). These understandings are informed by biographies and experiences in school-based PE, sport and other movement cultures. Over the years occupational socialisation theory (OST) has provided a popular framing for attempting to understand the 'nature' of pre-service teachers of PE, their experiences of learning to teach and the practices of PETE (O'
ABSTRACT Within the Australian context physical education (PE) and more recently health and physi... more ABSTRACT Within the Australian context physical education (PE) and more recently health and physical education (HPE) have long been ascribed utilitarian value for producing healthy citizens. Whilst this has not been a linear progression over time, traces from the past do inform current assumptions about this utilitarian role. Of consequence are historical contingencies and responses to societal problems around health-related conduct and capabilities of the nations’ citizens. In this paper a genealogical approach is adopted to explore discourses and power relations that have framed the contribution of PE and HPE in shaping students for healthy citizenship. Disciplinary technologies associated with military-style physical training, civilising technologies of game play and responsibilising governmental technologies of contemporary policies will be explored. I conclude in arguing that if HPE is to prepare all students for equitable, inclusive citizenship what is required is the adoption of curricula and pedagogies that counteract hegemonic notions of individual responsibility for healthy citizenship.
ABSTRACT Stories or narratives are integral to meaning making in relation to selves, others and t... more ABSTRACT Stories or narratives are integral to meaning making in relation to selves, others and the choices we make in living. It follows that pre-service teachers’ narratives can provide a means for understanding experiences and processes of becoming teachers of physical education (PE). This paper reports on an interview-based inquiry from which biographical information was collated and constructed as narratives. The specific focus of this paper is demonstrating how Ricoeur's [1991a. Narrative identity. In D. Woods (Ed.), On Paul Ricoeur: Narrative and interpretation (pp. 188–199). London: Routledge; 1992. Oneself as another. Chicago, IL: University of Chicago Press] theorisation of narrative identity can generate understandings about incipient PE teacher identities as developed in various spaces and temporalities. Data are presented through a cluster of significant spaces: sport, families, schooling, PE and Teacher Education plus narratives. Findings indicate that in constructing narrative identities, participants activated links between spaces, their past, present and aspirational futures as teachers. Given this, I conclude by identifying possibilities for PE teacher educators in using personal narratives as resources for exploring significant lifeworld spaces and subjective possibilities.
... [Taylor & Francis Online], [Web of Science ®], [CSA] View all references; Hickey, 200... more ... [Taylor & Francis Online], [Web of Science ®], [CSA] View all references; Hickey, 200119. Hickey, C. 2001. ... In the next section we present a snapshot of the readings made of the narratives of two participants Leanne and D'Arcy. ...
International Journal of Inclusive Education, Nov 3, 2015
Pedagogical practices are fundamental to teachers' work, and in the spaces of schooling impac... more Pedagogical practices are fundamental to teachers' work, and in the spaces of schooling impact significantly on students' success and achievement (Evans, J. 1986. Physical Education, Sport and Schooling: Studies in the Sociology of Physical Education. London: Falmer Press.). This is especially the case for students from disadvantaged backgrounds who are deeply reliant on schooling for their educational resources. This article explores the interrelationships between pedagogical practices, the physical education curriculum at the senior secondary level and learning by both students and a teacher in a school located in an area of socio-economic disadvantage. Action research investigating a pedagogical redesign of a unit of ‘Skill Acquisition’ is the specific focus. Of key interest are pedagogical practices that incorporated opportunities to learn ‘about’ Skill Acquisition ‘through’ and ‘in’ movement. These practices attempted to develop and apply scientific literacies specific to the human movement sciences, which are important for academic success in senior secondary physical education. Findings reveal high student engagement, increasing utilisation of scientific literacies and application of new learning to life-world situations. We argue that pedagogical practices that integrate learning ‘about’ ‘through’ and ‘in’ movement disrupt default modes of teaching theoretical concepts in physical education, which diminish opportunities for academic success amongst students from low-socio-economic backgrounds.
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