Shaking students' cages: A Freirean pedagogy that challenged PETE students' beliefs about physical education

ResearchSpace Repository

Show simple item record Philpot, Roderick en 2017-01-19T23:04:34Z en 2016 en
dc.identifier.citation International Journal of Critical Pedagogy, 2016, 7 (1), 143 - 164 en
dc.identifier.issn 2157-1074 en
dc.identifier.uri en
dc.description.abstract This paper reports on the findings of a study that explored the influence of a four-year physical education teacher education (PETE) programme on the beliefs about physical education of the graduating students. These students suggested that a single teacher educator (TE) with a Freirean pedagogy had strongly influenced their beliefs and understanding of physical education.The TE used problem posing and dialogue in his lectures to raise the critical consciousness of the PETE students. The TE challenged the students’ beliefs about the relationship between sport and physical education. This paper focuses on the pedagogy of the teacher educator and the students’ reading of the pedagogy. This study uses data from interviews with PETE students and the writing of the TE to describe the practice, and student ‘reading’ of, a Freirean pedagogy in a PETE programme. en
dc.language English en
dc.publisher University of North Carolina en
dc.relation.ispartofseries International Journal of Critical Pedagogy en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from en
dc.rights.uri en
dc.subject Freirean pedagogy en
dc.subject PETE en
dc.title Shaking students' cages: A Freirean pedagogy that challenged PETE students' beliefs about physical education en
dc.type Journal Article en
pubs.issue 1 en
pubs.begin-page 143 en
pubs.volume 7 en
dc.description.version VoR - Version of Record en en
pubs.end-page 164 en
pubs.publication-status Published en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 528887 en Education and Social Work en Curriculum and Pedagogy en
pubs.record-created-at-source-date 2016-05-25 en

Files in this item

Find Full text

This item appears in the following Collection(s)

Show simple item record


Search ResearchSpace

Advanced Search