scholarly journals ¿Dónde está mi Capital? Una Reflexión Personal sobre la Habilidad y el Acceso al Reconocimiento para la Inclusión en Educación Física

2019 ◽  
Vol 8 (2) ◽  
pp. 126 ◽  
Author(s):  
Itsaso Nabaskues ◽  
Oidui Usabiaga ◽  
Daniel Martos-García
Keyword(s):  
Social Construction ◽  
Reflective Practice ◽  
Preservice Teacher Education ◽  
Point Of View ◽  
Symbolic Violence ◽  
Teacher Education Programs ◽  
Cultural Perspective ◽  
Education Programs ◽  
Pass Through ◽  
Traditional Manner

Ability is a social construction that influences the access to recognition of people in the field of physical activity and sports (PASS) and in PE in particular. However, the notion of ability is defined in a simplistic and traditional manner and, consequently, experiences of symbolic violence are visible for those with specific body and tastes that do not match the dominant normative and hegemonic discourses embedded in the field. This study focuses on the narration of my own experiences of symbolic violence and “capital-dependence” as an “able” woman in the field of PASS. Through the analysis of critical moments from a retrospective point of view, I try to explain the evolution of my way of understanding the notion of ability and the circumstances that have contributed to the transformation of my discourse based on the socio-cultural perspective. I conclude that it is necessary to promote reflective practice in preservice teacher education programs as a way to increase awareness of embodied discourses’ influence in and from the different fields of PASS towards the construction of more inclusive movement contexts.

Teacher Identity, Growth Mindset, and Agency

2022 ◽  
pp. 119-135
Author(s):  
Diane LaFrance ◽  
Lori Rakes
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Retention ◽  
Classroom Management ◽  
Reflective Practice ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Growth Mindset ◽  
Teacher Education Programs ◽  
Education Programs

This chapter discusses the problem of teacher retention as it relates to handling the unexpected, whether it be meeting the needs of all learners, classroom management, or any other problem teachers may encounter. The authors propose that teacher education programs can support the growth of preservice teachers by helping them to develop teacher identity early in their learning through experiences and autonomy. In addition, preservice teachers should develop a growth mindset to promote agency when encountering learning obstacles and to engage in reflective practice. By identifying as teachers, allowing themselves to grow, and being proactive in searching for ways to improve their practice, preservice teachers can better prepare themselves for the reality of teaching and, hopefully, remain in the teaching profession.

Zen and the Art of Reflective Practice in Teacher Education

1993 ◽  
Vol 63 (4) ◽  
pp. 434-459 ◽  
Author(s):  
Robert Tremmel
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Teacher Educator ◽  
Initial Step ◽  
Reflective Teaching ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Buddhist Tradition ◽  
Reflection In Action ◽  
Zen Buddhist

In this article, Robert Tremmel explores the possibility of enriching reflective teaching and teacher education programs by transcending the limitations imposed by technical and analytic views of reflective practice through the incorporation of non-Western notions of reflection, particularly the Zen Buddhist tradition of "mindfulness." Tremmel discusses Donald Schön's notion of reflection-in-action as an alternative and broader approach to reflection, and connects this approach to central dimensions of Zen teachings. In contrast, the author points out how some teacher education programs committed to reflective practice are not successful because they rely on narrow conceptions of reflection that ignore the need of "preparing our minds" as an initial step towards reflection. Finally, Tremmel draws from his own practice as a teacher educator to discuss his work in teaching students the art of "paying attention" as a way of nurturing reflective practice.

Historians, Archivists, and Museum Educators as Teacher Educators: Mentoring Preservice History Teachers at Cultural Institutes

2020 ◽  
Vol 72 (1) ◽  
pp. 113-125 ◽  
Author(s):  
Timothy Patterson
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Teacher Educators ◽  
Preservice Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
History Teachers ◽  
Educative Mentoring ◽  
Museum Educators

A relatively new phenomenon in teacher education involves preservice history teachers conducting fieldwork in museums, archives, and other cultural institutes. However, researchers have yet to generate understandings supported by empirical observations of the inner workings of such fieldwork experiences. Using interviews, observations, and artifacts, this article analyzes the pedagogies historians, archivists, and museum educators use when adopting the role of teacher educators. Findings offer possibilities for a collaborative and site-based structure of teacher education, running contrary to traditional models. Important to the development of preservice history teachers, mentors at cultural institutes conceptualize their work through an inquiry lens, growing intuitively out of their work as disciplinary experts. In addition, educative mentoring, while typically conceived of as a classroom-based method, was observed in practice at cultural institutes. This article concludes by offering suggestions for applying principles from this model to existing preservice teacher education programs.

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