A quest for a pedagogy of critical theorising in physical education teacher education: one physical educator's journey.

Autor/in	Ovens, Alan
Titel	A quest for a pedagogy of critical theorising in physical education teacher education: one physical educator's journey. Gefälligkeitsübersetzung: Eine Suche nach einer Pädagogik der kritischen Theoriebildung in der Ausbildung von Sportlehrern. Eine Reise eines Sportlehrers.
Quelle	Aus: Professional learning through transitions and transformations. Teacher educators' journeys of becoming. Cham: Springer International Publishing (2016) S. 123-135 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-319-22028-4; 978-3-319-22029-1
DOI	10.1007/978-3-319-22029-1_9
Schlagwörter	Empirische Untersuchung; Forschungsmethode; Selbstkonzept; Selbstwahrnehmung; Selbstbeobachtung; Berufsausbildung; Berufsfeld; Lehrer; Karriere; Lehrerverhalten; Schulsport; Selbstbeobachtung; Sportunterricht; Sportpädagogik; Unterrichtsforschung; Forschungsmethode; Theoriebildung; Situationsanalyse; Lehrer; Lehrerverhalten; Unterrichtsforschung; Schulsport; Sportpädagogik; Sportunterricht; Berufsausbildung; Karriere; Berufsfeld; Forschungsstand; Situationsanalyse; Theorie-Praxis-Beziehung; Theoriebildung
Abstract	In this chapter I explore the transitions and transformations involved in my quest to develop a pedagogy of critical theorising as a physical educator working in teacher education. I draw on writing as a method of inquiry, employing performative writing as a contemplative practice to reflect on the trajectory of my professional biography and the significant transitions involved. The narrative helps highlight that becoming a teacher educator is not a process made against a static backdrop, but is the result of living in and being part of a constantly changing personal and professional context; of being challenged by and challenging the status quo; of giving myself the license to experiment and enact what I believe to be good teaching. When one is enabled in this way, I believe we are in an effective position to confront the forms of rationalism that work against our ability to actually enact a pedagogy of critical theorising in a meaningful way. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2017/2