Teaching Sociocultural Issues to Pre-Service Physical Education Teachers: A Self-Study

Autor/inn/en	Flory, Sara Barnard; Walton-Fisette, Jennifer L.
Titel	Teaching Sociocultural Issues to Pre-Service Physical Education Teachers: A Self-Study
Quelle	In: Asia-Pacific Journal of Health, Sport and Physical Education, 6 (2015) 3, S.245-257 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-7122
DOI	10.1080/18377122.2015.1092722
Schlagwörter	Preservice Teachers; Physical Education; Sociocultural Patterns; Teacher Educators; Undergraduate Students; Undergraduate Study; Barriers; Social Justice; Educational Practices; Teaching Methods; Instructional Materials; Teacher Education; Physical Education Teachers; College Faculty; Self Evaluation (Individuals); Florida; Ohio + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Soziokulturelle Theorie; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Grundstudium; Soziale Gerechtigkeit; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Fakultät
Abstract	The purpose of this study was to examine how two teacher educators integrated sociocultural issues within their undergraduate physical education teacher education (PETE) programs. We engaged in self-study to examine challenges and barriers to teaching sociocultural issues to pre-service teachers (PSTs). After discussing social justice in PE at a research conference, we discussed future research to understand what and how we were explicitly addressing issues of social justice in programs, and how we were educating PSTs to teach K-12 students about social justice and social inequalities. A collaborative self-study over the course of one academic year allowed us to explore our teaching practices by investigating teaching materials and pedagogical methods during the teaching process. We identified three salient themes that were prevalent between both of our pedagogical approaches: using self as an example, responding to teachable moments and questioning whether we are doing enough. Barriers to incorporating sociocultural issues in courses are discussed, and a call to revitalize the social justice agenda in PETE is made. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01