Praxis as Critical Reflection and Transformative Action: A Self-Study after Teaching PE at A Youth Development Center

Autor/inn/en	Dixon, Cory E.; Russell, Jared A.; Buchanan, Alice
Titel	Praxis as Critical Reflection and Transformative Action: A Self-Study after Teaching PE at A Youth Development Center
Quelle	In: Sport, Education and Society, 28 (2023) 4, S.407-419 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dixon, Cory E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2022.2031952
Schlagwörter	Transformative Learning; Physical Education; Physical Education Teachers; Teacher Education Programs; Teaching Methods; Vignettes; Field Experience Programs; Teacher Educators; Teacher Attitudes; Reflection; Preservice Teachers; Culturally Relevant Education; College Faculty; African American Teachers; Residential Programs; Youth Programs; Critical Incidents Method; Methods Courses; Secondary School Teachers + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Praxisnahes Lernen; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Fakultät; African Americans; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Sozialer Wohnungsbau; Jugendsofortprogramm; Methodisch-didaktische Anleitung
Abstract	Critical reflection and transformative action in a cyclical rhythm are the fundamental features of the process of praxis (Freire, P. [1970]. Pedagogy of the oppressed. Continuum). A self-study methodology was used to explore the lead researcher's pedagogical experiences teaching at a youth development center (YDC) while utilizing praxis as critical reflection. Those pedagogical experiences included both teaching physical education to the students at the center, and instructing a cohort of Physical Education Teacher Education (PETE) students as they participated in a field experience there. The research question that guided this study was: how have the lead researcher's pedagogical experiences at a YDC prompted praxis? Data were expanded upon in recorded interviews with an experienced colleague who probed and interviewed the lead researcher. Interview data were interpreted using qualitative methods. The findings of this study are derived from the lead researcher's critical reflections and are organized into two major themes: (a) unexpected success prompting praxis: a vignette … and (b) praxis prompting pedagogy as an early teacher educator. The first theme describes the lead researcher's initial experiences while teaching physical education at the YDC. The second theme outlines the lead researcher's critical reflection and pedagogical experiences while teaching preservice teachers using the YDC as a context for a field experience. Lastly, the implications of his pedagogical experiences at the YDC are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01