Training to Teach Physical Education in a Grammar School for Boys: Female Narratives and Mentor Perspectives

Autor/in	Stidder, Gary
Titel	Training to Teach Physical Education in a Grammar School for Boys: Female Narratives and Mentor Perspectives
Quelle	In: Sport, Education and Society, 19 (2014) 5, S.552-568 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2012.690340
Schlagwörter	Physical Education; Physical Education Teachers; Teacher Education Programs; Single Sex Schools; Males; Professional Development; Women Faculty; Personal Narratives; Computer Mediated Communication; Journal Writing; Interviews; Student Teacher Attitudes; Teaching Experience; Student Teaching; Undergraduate Students; Mentors; Gender Issues; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Male; Männliches Geschlecht; Frauenakademie; Weibliche Gelehrte; Erlebniserzählung; Computerkonferenz; Zeitschriftenaufsatz; Interviewing; Interviewtechnik; Teaching practice; Unterrichtspraxis; Geschlechterfrage; Ausland
Abstract	This research examines the school-based training experiences of a female trainee teacher of physical education (Emily) at a grammar school for boys. The purpose of this research is to consider whether the sex of the trainee teacher either inhibits or advances the professional development of trainee teachers in an opposite-sex school. Emily provided a continuous commentary through narrative accounts of her professional development within an all-boys grammar school whilst undertaking the final stage of her statutory school-based training in south-east England through the use of an on-line journal which generated computer-mediated data. Emily highlighted her initial anxieties; the challenges she faced during the placement; and her overall perceptions of training to teach physical education in a grammar school for boys. A post-placement interview also provided additional data with regards to her professional development. Further evidence of Emily's experiences and progress was provided by her mentor's final report and through e-mail correspondence. The findings suggest that whilst the sex of the trainee is a contextual factor to consider in an opposite-sex school it does not inhibit the professional development of the trainee and has little relevance to training to teach physical education in an opposite-sex school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10