Social processes of health and physical education teachers’ identity formation: reproducing and changing culture

Sirna, Karen; Tinning, Richard; Rossi, Tony

doi:10.1080/01425690903385501

Cited by 51 publications

(40 citation statements)

References 36 publications

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“…The importance of situated learning experiences, as well as the wider social and cultural setting in which these occur is highly significant (Grossman and McDonald, 2008;Korthagen, 2010;Shulman and Shulman, 2004), influencing learning through enculturation, professional socialisation and co-construction (Curtner-Smith, Hastie and Kinchin, 2008;Green, 2006;Keay, 2005;Miller, 2009;Sirna, Tinning and Rossi, 2010). Shulman and Shulman's (2004) use of the term CoP has been employed to clarify the position and use of CoP taken in this paper.…”

Section: A Theoretical Framework In Teacher Knowledge Researchmentioning

confidence: 99%

“…Sirna, Tinning and Rossi (2010) highlight concern over the sexist undertones in those physical education departments which supported their PSTs, whilst have reported personal stories of professional abandonment in unsupportive departments. Such reported experiences of PSTs highlights the 'lived reality of PE teaching' (Stolz and Pill, 2014, p. 3) and the importance of school-based communities of practice (CoP) on the professional development of PSTs.…”

Section: Introductionmentioning

confidence: 99%

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An investigation of pre-service teachers’ learning in physical education teacher education: schools and university in partnership

Herold

Waring

2016

Sport, Education and Society

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Section: A Theoretical Framework In Teacher Knowledge Researchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An investigation of pre-service teachers’ learning in physical education teacher education: schools and university in partnership

Herold

Waring

2016

Sport, Education and Society

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Section: Researching Difference -'Race' As the Missing 'Lens'mentioning

confidence: 99%

“…Whilst a developing body of work has highlighted the significance of gender and sexuality for PETE (e.g. Flintoff, 1993a;Brown and Rich, 2002;Dowling, 2006;Rich, 2001;Sparkes et al, 2007;Sirna, et al, 2010) these studies have tended to adopt what Penney (2002) has called a 'single issue' approach -where gender has been fore-grounded as the focus, but with little recognition or analysis of the intersection of gender with other relations of power, particularly 'race'. As…”

Section: Researching Difference -'Race' As the Missing 'Lens'mentioning

confidence: 99%

Special Issue Race Ethnicity and Education: Initial teacher education: developments, dilemmas and challenges

Lander

2013

Race Ethnicity and Education

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dilemmas and challenges IntroductionVini Lander University of Chichester v.lander@chi.ac.ukThe education of new teachers is a fundamental aspect of education provision within any country in the world. The education of pre-service teachers is known to have a direct impact on the outcomes for children in our schools. In England, teacher education within universities has been subject to erosion with the introduction of more school-based training and greater scrutiny by the government inspection agency, the Office for Standards in Education (Ofsted) (DfE 2011). The education of teachers in England continues to be an arena within which greater and greater government control is being exercised (DfE 2011). The preparation of teachers in England within the higher education sector has recently had to demonstrate greater flexibility as market forces have been brought to bear with the forthcoming introduction of School Direct in September 2013 (DfE 2011). This new training route reinforces the conception amongst some of the teacher as a technicist rather than an intellectual (Down and Smyth 2012). Under this new School Direct training regime new entrants will be trained to become teachers in one year, in one school, in one locality with minimum input from a higher education institution. The outcomes of such parochial preparation to teach will no doubt be documented in future years.In England, as in most countries, such as Australia and Norway, the pupil population is becoming increasingly diverse whilst simultaneously neo-liberal ideology plays out (Ball 2012) through government policies to limit the content of the teacher education curriculum to a list of classroom related competencies which include little or no reference to diversity, 'race', ethnicity or culture. The significance of these factors on the lives of children within a diverse society are absent within the official Teachers ' Standards 2012 (DfE 2012. This mismatch between the content of the teacher education curriculum, the ethnicity of the candidates who enter pre-service courses [in 2011, 12% of primary trainee teachers in England were from Black and minority ethnic groups (NCTL) and in the US approximately 21% of teachers are from African American or Hispanic groups (Nolet 2013)] and the demographics of the pupil population (in 2011 26.5% of primary/elementary pupils were from Black and minority ethnic groups) seem to be a concern for only a minority of teacher educators across the UK, US, Europe and Australia. In England, we continue to struggle to maintain a foothold (at times this feels like a fingernail hold) to introduce new teachers to issues related to 'race', ethnicity and the education for the benefit of all children in our schools. This special issue is intended to highlight the factors that student teachers, especially new candidates of colour, face in their pursuit to become teachers in what appear to be, at times, hostile or indifferent attitudes to ethnic diversity and the pursuit for social justice. As a teacher educator who has worked in t...

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“…However, pre-service input in PE during teacher education courses does not have the capacity to counter their previous experiences at school or their personal views about PE, given the limited time frame afforded to pre-service education in PE (Sirna, Tinning, & Rossi, 2009). Whereas pre-service teachers who undertake specialised PE courses over a four year period gain a broader skill set and often place a higher value on physical education and with this comes greater confidence to teach this subject.…”

Section: Teacher Training and Quality Physical Educationmentioning

confidence: 99%

Implementing Sport, Physical Activity and Physical Education in New South Wales, Australia, primary schools

Evans

Curry²

2018

AGORA EFyD

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Abstract. A renewed focus on Physical Education in New SouthWales primary schools has the potential to act as an intervention that has positive long-term implications for the whole population. The introduction of physical education (PE) as part of the National Curriculum means the role of PE in Australian primary schools is now open for renewed attention. The rise of an international obesity epidemic means that that the role of PE in primary schools has the potential to make a positive impact on public health outcomes. There could be significant long term savings from well-organized PE programs in primary schools delivered by teaching staff educated in quality physical education. In addition there is also an historical and emerging body of research which links physical activity to academic performance. However not all teachers in primary schools have the skills or life experiences to effectively teach PE. In order to achieve these outcomes we posit that the use of a Game Centered Teaching approach and the use of an underlying pedagogy have the potential to provide more meaningful experiences for students and teachers. In order to implement a Game Centered Teaching approach we advocate the use of specialist PE teachers rather than outsourcing the delivery of PE in schools Keywords: Physical activity; physical education; primary schools; pedagogy; quality teaching; game centred teaching. Resumen. Un emergente nuevo enfoque de la Educación Física (EF) para la Educación Primaria en Nueva Gales del Sur, Australia, tiene el potencial de generar una forma de intervención que puede traer consigo positivas consecuencias a largo plazo para toda la población. La introducción de la EF dentro del Currículo Nacional va a provocar que se preste una renovada atención sobre el papel de la EF en las escuelas primarias australianas. El incremento de la obesidad como epidemia internacional abre la puerta para que la EF en las escuelas primarias contribuya positivamente a la mejora de la salud pública. En este contexto, unos buenos programas de EF para la educación primaria, desarrollados por profesorado formado para impartir una EF de calidad, pueden dar lugar a beneficios significativos a largo plazo. Por otra parte, hay también un importante corpus de investigación, pasado y presente, que vincula la actividad física al rendimiento académico. No obstante, no todos los docentes de educación primaria poseen los conocimientos ni la experiencia que les permita impartir una EF de calidad. Con el fin de lograr los resultados esperados, proponemos un enfoque de la Enseñanza Centrada en el Juego (Game Centered Teaching) y la subyacente pedagogía porque tienen el potencial de proporcionar unas experiencias más significativas para estudiantes y profesores. Para poner en marcha dicho enfoque, abogamos porque los responsables de su desarrollo en las escuelas sean los docentes especialistas en EF -y no personal subcontratado externo-.Palabras clave. Educación Física; actividad física; escuela primaria; pedagogía; calidad de la enseñanza; enseñ...

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Social processes of health and physical education teachers’ identity formation: reproducing and changing culture

Cited by 51 publications

References 36 publications

An investigation of pre-service teachers’ learning in physical education teacher education: schools and university in partnership

An investigation of pre-service teachers’ learning in physical education teacher education: schools and university in partnership

Special Issue Race Ethnicity and Education: Initial teacher education: developments, dilemmas and challenges

Implementing Sport, Physical Activity and Physical Education in New South Wales, Australia, primary schools

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