Gender Encounters: Becoming Teachers of Physical Education

Autor/inn/en	Wrench, Alison; Garrett, Robyne
Titel	Gender Encounters: Becoming Teachers of Physical Education
Quelle	In: Sport, Education and Society, 22 (2017) 3, S.321-337 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2015.1032922
Schlagwörter	Preservice Teachers; Physical Education Teachers; Gender Issues; Human Body; Semi Structured Interviews; Foreign Countries; Student Attitudes; Masculinity; Femininity; Group Discussion; Language Usage; Athletics; Australia + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Geschlechterfrage; Menschlicher Körper; Ausland; Schülerverhalten; Männlichkeit; Femaleness; Weiblichkeit; Gruppendiskussion; Sprachgebrauch; Leichtathletik; Australien
Abstract	Pre-service teachers of physical education (PE) bring understandings about gender and bodies to their university studies. These understandings are partially informed by biographies and experiences and bear potential to mediate learning and processes of becoming teachers. In this paper we explore technologies of power/knowledge and technologies of self that inform understandings of gender and the constitution of PE teacher subjectivities. Data were drawn from semi-structured interviews conducted with pre-service teachers studying at an Australian university. Foucault's theoretical perspectives around the constitution of subjects were drawn on to analyse data. Findings reveal that discursive practices frame particular "truths" around gender and, hence, possibilities for being teachers of PE. Discourses of sport were significant in establishing a male norm for bodies and subjectivities. This was problematic for female participants who also turned to discourses of nurturing in constituting their subjectivities. Implications are raised for PE teacher educators with regard to disrupting hegemonic discourses as means for developing pedagogies for greater justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01