Using self-study to explore the processes of pedagogical innovation in physical education teacher education

Purpose: Models-Based Practice (MBP) has been suggested as one possible physical education future. However, there are few examples that consider the challenges faced implementing MBP. The purpose of this research is to develop and articulate principles of practice for implementing MBP in physical education teacher education. Method: Self-Study of Teacher Education Practice methodology guided collection of teacher educator and preservice teacher (n = 9) data. Results: Principles of practice are identified: (a) providing opportunities for beginning teachers to analyze their learning about and through MBP provides unique insights into using MBP, (b) experiencing and examining alternatives to MBP provides preservice teachers with opportunities to practice pedagogical decision making, and (c) individual and group meetings support teacher educators and preservice teachers in crystallizing understandings of MBP implementation. Conclusion: The articulation of principles of practice offers insights into how teacher educator practice might be examined, developed, and shared for use by others.

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Transforming in the visiting assistant professor role: collaborative self-study research in physical education teacher education

Sport Education and Society ◽

10.1080/13573322.2017.1409705 ◽

2017 ◽

Vol 24 (5) ◽

pp. 507-519 ◽

Cited By ~ 3

Author(s):

James D. Ressler ◽

K. Andrew R. Richards

Keyword(s):

Teacher Education ◽

Physical Education ◽

Assistant Professor ◽

Physical Education Teacher ◽

Education Teacher ◽

Study Research ◽

Physical Education Teacher Education ◽

Self Study

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Traditional Asian Games, Doing Critical Pedagogy and the Knowledge That Actually Counts in Australian Physical Education Teacher Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2021-0025 ◽

2021 ◽

pp. 1-11

Author(s):

John Williams ◽

Shane Pill

Keyword(s):

Teacher Education ◽

Physical Education ◽

Critical Pedagogy ◽

Limited Information ◽

Physical Education Teacher ◽

Education Teacher ◽

Reflective Journal ◽

Physical Education Teacher Education ◽

Normative Knowledge ◽

Self Study

Purpose: Self-study is used to report Author 1’s attempts at introducing Asian games in teaching a new unit as part of physical education teacher education at an Australian university. Method: Author 1’s diary and reflective journal extracts as well as contemporary and historical documents were our data sources. Critical incidents were identified from Author 1’s accounts and analyzed using the extant literature and figurational sociology. The authors’ documents were analyzed using content analysis. Results: Limited information uncovered about these games in initial unit planning, subsequent searches for this paper and possible misrepresentation of one game, all served to reinforce normative knowledge. Such reinforcement simultaneously obstructs the decolonization of physical education curricula. Conclusion: Eurocentric knowledge appears to prevail as the knowledge that most matters in the physical education context we studied. Over the course of several deliveries of the unit described here, Author 1 experienced a shift in his pedagogy from “telling” students they should do critical pedagogy, to explaining how he does it in his own teaching.

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A Collaborative Approach to Self-Study Research in Physical Education Teacher Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2015-0075 ◽

2016 ◽

Vol 35 (3) ◽

pp. 290-295 ◽

Cited By ~ 11

Author(s):

K. Andrew ◽

R. Richards ◽

James D. Ressler

Keyword(s):

Teacher Education ◽

Physical Education ◽

Lessons Learned ◽

Future Research ◽

Physical Education Teacher ◽

Ongoing Research ◽

Education Teacher ◽

Study Research ◽

Physical Education Teacher Education ◽

Self Study

Self-study is a self-focused, improvement-oriented approach to understanding one’s own professional practices while also forging recommendations for the larger community of learners within a discipline. Faculty in teacher education have been engaging in self-study research since the early 1990s, and the approach has recently been adopted by faculty working in physical education teacher education. The purpose of this research note is to advocate for the use of self-study as part of a larger research agenda focused on understanding faculty development and experiences within physical education teacher education. We connect the self-study of teacher education practices to occupational socialization theory and discuss the ways in which self-study can help faculty think more critically about their work as it relates to teaching, research, and service. We also discuss best practices for self-study and lessons learned as they relate to an ongoing research project. We close by discussing implications of self-study work and recommendations for future research.

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