Identity work: stories told in learning to teach physical education

Abstract

Pre-service teachers bring to their university studies particular world views and understandings of themselves and others around health and physical activity. Their biographies and experiences in school physical education, sport and oyther societal institutions inform these perspectives and understandings. These in turn work to mediate university learning, interactions with the physical education learning area and understandings of teaching and learning processes. The biographies of pre-service teachers can provide valuable insights into how and why particular constructions of self are possible within given historical times, locations and events. In the context of teacher preparation in physical education this research attempts to investigate the construction of a teaching identity and pedagogical practices. Specifically it attempts to reveal how various cultures of physical activity, fitness and sport shape the subjective experiences of pre-service teachers as well as how different theoretical frameworks can be used to provide particular readings and deeper understandings of the stories told. Pre-service teachers were asked to respond to a series of openended questions regarding their personal experiences of physical education, sport and teacher preparation as well as the implications of these experiences for notions of themselves as an emerging teacher in the learning area. In the process of analysis attempt was made to identify the meanings students made in these contexts and their influence on the construction of a teaching identity. The findings give evidence of the complex and multiple ways that teaching identities are constructed as well as the processes whereby particular pedagogical practices are adopted.

Examining Changes in Pre-service Teachers’ Beliefs of Pedagogy

“…By Years 2 and 3, the majority of pedagogical learning, it is suggested, had occurred and consequently beliefs had changed. Wrench and Garrett, (2012) research supports the view that changes in pedagogical beliefs are shaped and developed through university learning. At this time in the degree, the emphasis was on planning, the curriculum and the beginning of the professional experience placements, bringing with it new understandings on how and what to teach.…”

“…Bransford et al, (2000) research, into how students learn, suggests that making connections is essential in expanding pedagogical understandings. Research by Wrench and Garrett (2012) referred to this as making strategic decisions that support pedagogical selfinterests.…”

Perceived Social-Ecological Barriers of Generalist Pre-Service Teachers towards Teaching Physical Education: Findings from the GET-PE study

“…It has been regularly reported that PE experiences developed via an 'apprenticeship of observation' from primary and secondary schooling can have a major impact on PSTs (Jenkins, Garn, & Jenkins, 2005;Pill, Penney, & Swabey, 2012;Wrench & Garrett, 2012;Hyndman, 2014;Hyndman & Pill, 2016) and can be firmly stored in memory (Humphries & Ashy, 2006). The nature of future PE provision will "depend on the insights and commitments of the professionals responsible for future curriculum decisions" (Wiegand, Bulger, & Mohr, 2004, p.7).…”

La Investigación Narrativa en La Educación Física Y El Deporte

“…La investigación narrativa que se ocupa de las voces de colectivos discriminados ha seguido desarrollándose posteriormente (BERG SVENDBY;DOWLING, 2012;FITZGERALD;STRIDE, 2012;GROVES;LAWS, 2003;MAIVORSDOTTER;LUNDVALL, 2009;RICH, 2004;SYKES;GOLDSTEIN, 2004;WRENCH;GARRETT, 2012). Pero también se observa un interés creciente por estudios auto-narrativos que se ocupan de experiencias subjetivas diversas y de corporalidades individuales.…”