The Health and Physical Education Creative Pedagogies Class: Experiences and Learnings from International Doctoral Students, Scholars and Curricular Contexts

Autor/inn/en	Dyson, Ben; Howley, Donal; Shen, Yanhua; Baek, Seunghyun; Fowler, Judy; Lingle, Jennifer
Titel	The Health and Physical Education Creative Pedagogies Class: Experiences and Learnings from International Doctoral Students, Scholars and Curricular Contexts
Quelle	In: Curriculum Studies in Health and Physical Education, 14 (2023) 3, S.375-391 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Howley, Donal) ORCID (Shen, Yanhua) ORCID (Baek, Seunghyun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2574-2981
DOI	10.1080/25742981.2022.2155201
Schlagwörter	Health Education; Physical Education; Interdisciplinary Approach; Global Approach; Doctoral Students; Educational Experience; Student Attitudes; Educational Innovation; Educational Theories; Teaching Methods; Criticism; Doctoral Programs; Creative Teaching; Kinesiology; Course Descriptions; Student Characteristics; Student Diversity; Foreign Countries; Comparative Education; Foreign Students; Curriculum Design + Suchen Sie Ihr Suchwort? Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Körpererziehung; Sportunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Globales Denken; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Bildungserfahrung; Schülerverhalten; Instructional innovation; Bildungsinnovation; Educational theory; Theory of education; Bildungstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Kritik; Creative thinking; Teaching; Kreatives Denken; Unterricht; Kursstrukturplan; Ausland; Vergleichende Erziehungswissenschaft; Lehrplangestaltung
Abstract	Utilising globalisation theory, the purpose of this paper is to present our experiences and learnings as an instructor and doctoral students from an innovative doctoral pedagogies class involving international scholars and curricular contexts. A self-study design was implemented utilising interviews and focus groups which were collaboratively analysed, with the following themes constructed as findings: "Teasing out the theories; playing with pedagogies; contesting curriculum; bridging the gaps"; and "taking off the blinders." Findings demonstrate how we were introduced to, recognised and critiqued, a variety of theories, pedagogies and curricular contexts which challenged our opinions, pre-held beliefs and dispositions. Doing so, we came to further appreciate the value of engaging in boundary crossing and interdisciplinarity to realise and consider current and future practices and possibilities. Similar doctoral teaching and learning initiatives are needed which go beyond immediate settings and expertise to explore international content, context and pedagogies from a problematising and interdisciplinary stance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01