Knowledge, Gender and Power in Physical Education Teacher Education

Abstract

This paper is part of a larger study which looked at the social construction of knowledge, beliefs, attitudes and practices in a physical education teacher education program. Through participant observations and interviews, texts of pedagogy were read in terms of their gendered discourses. Specifically the discourses associated with staffing patterns, students' physicality and body image, social interaction patterns, course knowledge, and research foci and how notions of ‘the body’ underpin these were examined. Analyses suggested that the female students were marginalised by the dominant discourses although there was resistance from some faculty and students. The conclusion is drawn that the teacher education program perpetuated masculine hegemony. It thus contributed to limiting the voice of women physical educators and the potential of all graduates to challenge the sexist structures within physical education and the teaching profession.

Pedagogy, the Body and Christian Identity

“…To be a good teacher in this field, one must, literally, look the part-mesomorphic, able-bodied, physically capable and physically fit. An earlier study by Macdonald (1993) has shown that physical education teachers and student teachers regard the body as self-evidently biological which should, on the one hand, model masculinist notions of sporting prowess and physical fitness, while on the other hand, provide a vehicle for risk-taking behaviours associated with, for example, sport and alcohol. Consequently, one dominant strand within the culture of physical education teacher education has been described as maintaining a 'jock' image through the celebration of mesomorphy, anti-intellectualism, sexism, homophobia, competitiveness, and binge drinking (e.g.…”

Shaken or Stirred? Considering the usefulness of critical pedagogy in preparing teachers to implement socio-critical health education

“…Yeah, I believe there is a perception that it will be better received -whether that exists or not (Nick, 26-year-old HMS, post-practicum interview). The notions expressed by Nick in this exchange confirm research by in which PETE students believed that PE teachers need to "look the part" (p. 132), that is, to be physically fit, capable and a model of sporting prowess and physical fitness (Macdonald, 1993). Translating that desire for authenticity into the HE classroom, Nick is expressing a need to appear credible in the eyes of his students, while struggling to separate what he teaches with who he is as a person.…”

Using personal construct theory and narrative methods to facilitate reflexive constructions of teaching physical education

“…According to Lortie then (and others since), it seems that students come to teacher education with some well-formed theories about teaching that emerge from their experience of up to twelve years of full-time schooling. For those wishing to teach physical education, sporting experience is also a factor (Gore 1990, Macdonald 1992. Furthermore, for prospective physical educators there is the social kudos related to the social construction of the body (Gilroy 1994, Kirk 1993, Kirk & Spiller 1994 and what Tinning (1985) has termed the 'cult of slenderness'.…”