Critical pedagogy and wayfinding in trans-local learning in physical education teacher education

2021 ◽  
pp. 64-85
Author(s):  
Bonnie Pang ◽  
Tony Rossi
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Critical Pedagogy ◽  
Local Learning ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
In Trans

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

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 Method: Author 1’s diary and reflective journal extracts as well as contemporary and historical documents were our data sources.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.

scholarly journals A retrospective analysis of injury risk in physical education teacher education students between 2000‐2014

2021 ◽  
Author(s):  
Maarten Barendrecht ◽  
Carl C Barten ◽  
Bouwien CM Smits‐Engelsman ◽  
Willem van Mechelen ◽  
Evert ALM Verhagen
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Retrospective Analysis ◽  
Injury Risk ◽  
Physical Education Teacher ◽  
Education Students ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Students

scholarly journals Implementing Service-Learning Programs in Physical Education; Teacher Education as Teaching and Learning Models for All the Agents Involved: A Systematic Review

2021 ◽  
Vol 18 (2) ◽  
pp. 669
Author(s):  
Raquel Pérez-Ordás ◽  
Alberto Nuviala ◽  
Alberto Grao-Cruces ◽  
Antonio Fernández-Martínez
Keyword(s):  
Systematic Review ◽  
Teacher Education ◽  
Physical Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Impact

Service-learning (SL) is the subject of a growing number of studies and is becoming increasingly popular in physical education teacher education (PETE) programs. The objective of this study was to conduct a systematic review of the implementation of SL programs with PETE students. The databases used were Web of Science, SPORTDiscus (EBSCO), and SCOPUS. Articles were selected on the basis of the following criteria: (a) published in a peer-reviewed journal; (b) covers the use of SL programs with PETE students; (c) relates to physical education or physical activity programs; (d) availability of a full-text version in English and/or Spanish. Thirty-two articles met the inclusion criteria. Two types of findings were observed: firstly, findings relating to the study characteristics and objectives and, secondly, recommendations for improvement of this type of intervention. The objectives of the different studies focused on (a) the impact of the SL methodology on PETE students’ professional, social, and personal skills; (b) its impact on the community; (c) analysis of the effectiveness and quality of the programs. All but two studies analyzed the impact of SL on PETE, while only four analyzed community participants and only three analyzed the quality of the SL program. Recommendations for improving SL programs used with PETE students included: all stakeholders, e.g., students and community participants, should be studied and coordinated; the quality of the programs should be assessed, as studying the effectiveness of SL programs could help to attain the objectives of both students and the community; mixed methods should be used; and intervention implementation periods should be extended to provide more objective, controlled measurements.

Promoting instructional alignment in physical education teacher education

2021 ◽  
pp. 1-12
Author(s):  
Ann MacPhail ◽  
Deborah Tannehill ◽  
Petter E. Leirhaug ◽  
Lars Borghouts
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Instructional Alignment
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