Physical education initial teacher educators' expressions of critical pedagogy(ies): Coherency, complexity or confusion?

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dc.contributor.author Philpot, Roderick en
dc.date.accessioned 2017-01-19T23:39:39Z en
dc.date.issued 2016-05-01 en
dc.identifier.citation European Physical Education Review, 01 May 2016, 22 (2), 260 - 275 en
dc.identifier.issn 1356-336X en
dc.identifier.uri http://hdl.handle.net/2292/31622 en
dc.description.abstract While an emphasis on social justice has emerged as a theme in initial teacher education (ITE) over the past decade, there is much debate about how to engage ITE students in foregrounding issues of equity and social justice in their own teaching. One strategy, the introduction of critical pedagogy in ITE, has been promoted in teacher education literature since the early 1970s. In subsequent decades it has become apparent that there is a lack of consensus on what critical pedagogy is, and what it means to teach from a critical perspective. Drawing on the ‘big tent’ of critical pedagogies, the purpose of this paper is to focus attention on the evolution and/or devolution of critical pedagogy in physical education initial teacher education (PETE). This paper reports on findings from a research project that explored how six health and physical education teacher educators (PETEs), who teach in a single PETE programme that is underpinned by a critical orientation, understand and enact critical pedagogy. Data were collected through 60-minute semi-structured interviews. A six-step process of inductive thematic analysis was used to analyse the data. This study suggests there is a commitment to social justice from all six of the PETEs. It is evident, however, that there are differences in their understanding of critical pedagogy. These differences reveal each teacher educator’s own valued theoretical perspectives, and manifest themselves in teaching practices in the PETE programme. en
dc.language English en
dc.publisher SAGE en
dc.relation.ispartofseries European Physical Education Review 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 http://www.sherpa.ac.uk/romeo/issn/1356-336X/ https://au.sagepub.com/en-gb/oce/the-green-route-%E2%80%93-open-access-archiving-policy en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Physical education initial teacher educators' expressions of critical pedagogy(ies): Coherency, complexity or confusion? en
dc.type Journal Article en
dc.identifier.doi 10.1177/1356336X15603382 en
pubs.issue 2 en
pubs.begin-page 260 en
pubs.volume 22 en
dc.description.version VoR - Version of Record en
pubs.author-url http://journals.sagepub.com/doi/abs/10.1177/1356336X15603382 en
pubs.end-page 275 en
pubs.publication-status Published en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 502016 en
pubs.org-id Faculty of Educ Social Work en
pubs.org-id Curriculum and Pedagogy en
dc.identifier.eissn 1741-2749 en
pubs.record-created-at-source-date 2017-01-20 en


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