"(Dis)Empowered by What We See … ": Exploring the Use of Video-Stimulated Reflection in Physical Education Pedagogy and Practice

Autor/inn/en	Mooney, Amanda; Hickey, Chris
Titel	"(Dis)Empowered by What We See … ": Exploring the Use of Video-Stimulated Reflection in Physical Education Pedagogy and Practice
Quelle	In: Asia-Pacific Journal of Health, Sport and Physical Education, 8 (2017) 3, S.229-244 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mooney, Amanda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-7122
DOI	10.1080/18377122.2017.1366684
Schlagwörter	Video Technology; Reflection; Physical Education Teachers; Social Influences; Power Structure; Teacher Effectiveness; Professional Identity; Teaching Methods; Women Faculty; Males; Single Sex Schools; Feminism; Recall (Psychology); Interviews; Foreign Countries; Secondary School Teachers; Catholic Schools; Secondary School Students; Australia + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Sozialer Einfluss; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Frauenakademie; Weibliche Gelehrte; Male; Männliches Geschlecht; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Feminismus; Abberufung; Interviewing; Interviewtechnik; Ausland; Katholische Schule; Sekundarschüler; Australien
Abstract	Reflexive accounts of physical education (PE) pedagogy and practice offer potential to reveal much about the intended and unintended learning, for both students and teachers, that can result from certain pedagogic encounters. Despite the promotion of reflective practice/s as a possible "panacea" for improved teaching and learning, there is widespread concern that such approaches have relatively little influence in "shaking or stirring" the deep-seated notions of effective pedagogy that are held by many physical educators [Mordal-Moen, K., & Green, K. (2014). Neither shaking nor stirring: A case study of reflexivity in Norwegian PE teacher education. "Sport, Education and Society", 19(4), 415-434]. Inherent here are concerns that an increase in critical awareness alone does not necessarily lead to pedagogic translation [Hickey, C. (2001). "I feel enlightened now, but … ": The limits to the pedagogic translation of critical social discourses in PE. "Journal of Teaching in Physical Education", 20(3), 227-246]. Against that backdrop, we continue to support the use of reflective practice techniques as tools through which to interrogate the socio-cultural conditions and power relations that install enduring notions of effective pedagogy and dominant professional identities [Coia, L., & Taylor, M. (2017). Let's stay in the swamp: Poststructural feminist reflective practice. In R. Brandenburg, K. Glasswell, M. Jones, & J. Ryan (Eds.), "Reflective theory and practice in teacher education" (pp. 49-62). Singapore: Springer Singapore]. In this paper, we explore PE pedagogy and practice through reflective practice with two female teachers in all-boys' schools. Specifically, we critique the use of video-stimulated reflections from a feminist poststructuralist perspective to make visible the possibilities, challenges and tensions inherent in this methodological approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01