Insideness and outsideness. An autoethnography of a primary physical education specialist teacher.

Autor/inn/en	Brooks, Caroline; Dinan Thompson, Maree
Titel	Insideness and outsideness. An autoethnography of a primary physical education specialist teacher. Gefälligkeitsübersetzung: Innen und außen sein. Die Autoethnographie einer Fachsportlehrerin an der Grundschule.
Quelle	In: European physical education review, 21 (2015) 3, S. 325-339Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X14568126
Schlagwörter	Erfahrung; Soziale Rolle; Arbeitsbedingungen; Australien; Erfahrung; Grundschule; Lehrplan; Soziale Rolle; Sportunterricht; Weiterbildung; Sportpädagogik; Lehren; Fachlehrer; Grundschule; Fachlehrer; Lehren; Lehrplan; Unterrichtsgestaltung; Sportpädagogik; Sportunterricht; Arbeitsbedingungen; Weiterbildung; Australien
Abstract	The purpose of this study is to provide an authentic and legitimate voice to the physical education (PE) specialist teacher in the primary school and to give an insight into professional knowledge. An autoethnographic approach has been used to invite readers to enter my world of the primary PE specialist teacher and observe and respond to its social and cultural practices. Teacher professionalism as a cultural practice is defined, perceived and enacted in different ways over the three years I spent as a primary PE specialist teacher. The places and spaces in which primary PE operates are investigated using the conceptual framework of Relph's Place and Placelessness. I found myself both in and out of places and spaces that raised questions about the role of the primary PE specialist teacher, the issue of non-contact time in Queensland schools, the influence of performance cultures and the possibility (or not) for enacting an activist democratic professionalism. Verf.-Referat.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2016/1