Toward an understanding of the democratic reconceptualization of physical education teacher education in post-military Brazil

Matta, Gylton Da; Richards, K. Andrew R.; Hemphill, Michael A.

doi:10.1080/17408989.2013.837438

Cited by 11 publications

(5 citation statements)

References 24 publications

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“…A final group of studies referred to the experiences and views of participants in socio-critical interventions (Brooker and MacDonald, 1999; Bruce, 2013; Cameron, 2012; Da Matta et al, 2015; Devís-Devís and Sparkes, 1999; Muros and Fernández-Balboa, 2005; Sicilia-Camacho and Fernández-Balboa, 2006).…”

Section: Resultsmentioning

confidence: 99%

“…Three of the papers selected took an introspective approach, in which the authors analysed themselves. First of all, Da Matta et al’s (2015) study used a retrospective analysis of a student’s personal experiences to establish the evolution of PE and PETE as a result of the fall of the Brazilian military dictatorship. The conclusions from this article suggested that students’ experiences, in general, had a major impact on their conceptions of PE and in the consolidation of a personal democratic view of education.…”

Section: Resultsmentioning

confidence: 99%

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Socio-critical research on teaching physical education and physical education teacher education

Felis-Anaya

Martos-García

Devís‐Devís

2017

European Physical Education Review

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The purpose of this study is to systematically review the socio-critical research on teaching physical education (PE) and PE teacher education (PETE) between 1999 and 2014. The procedure followed a four-phase approach: (a) searching publications through four international databases; (b) meeting inclusion criteria; (c) refining selection to identify specifically research-based papers; and (d) expert searching based on the research team’s knowledge. The selection process yielded 23 articles mainly from Australia, New Zealand, the USA and Spain. Most of the research was authored collaboratively by male and female authors affiliated to universities. A lack of authorship shared with participant students, teachers or student teachers was observed. Qualitative approaches were the predominant methodology used in the selected studies. An inductive content analysis identified five major themes: evaluations in secondary school; evaluations in higher education; provocative studies; studies on assessment; and studies on participants’ experiences and views. Teaching and curriculum problems and difficulties, new ways of approaching them and potential solutions to moral struggles in teaching were analysed within these themes. Most of the socio-critical research reviewed involved both a postmodern ontology and innovative research designs to investigate the new and complex world of PE and PETE. This review exhibits the reduced impact on social change and the difficulties in developing socio-critical research and enacting critical pedagogy. However, the findings of our study preserve the momentum of socio-critical research that fights to keep its place in the field of teaching PE and PETE.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Socio-critical research on teaching physical education and physical education teacher education

Felis-Anaya

Martos-García

Devís‐Devís

2017

European Physical Education Review

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“…Data analysis was conducted by the second and third authors through an amalgamation of an inductive and deductive approach. We intentionally included this outsider perspectives to balance and account for the first author bias, given his role of teacher educator and researcher (Da Matta, Richards, & Hemphill, 2015). From the cross-pattern text analysis the most coinciding excerpts were codified in the initially (Saldaña, 2009).…”

Section: Discussionmentioning

confidence: 99%

Transcultural Impact of Learning to Teach Sport Education on Preservice Teachers’ Perceived Teaching Competence, Autonomy, and Academic Motivation

Hortigüela-Alcalá

Calderón

González-Calvo

2021

Journal of Teaching in Physical Education

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Purpose: To compare the impact of the experience of learning to teach sport education on preservice teachers’ (from Spain, Chile, and Mexico) perceived professional competence, autonomy, and academic motivation and to explore participants’ perceptions of their country’s sociocultural and curricular aspects that may influence sport education implementation. Method: Framed by the “pedagogy of dialogue” and a “living the curriculum” approach, three consecutive miniseasons on alternative invasion games were enacted (n = 30 lessons). A quasi-experimental pre- and posttest mixed-methods design was followed, with a total of 163 preservice teachers. The quantitative data on preservice teachers’ teaching competence, autonomy, and academic motivation were collected through three validated questionnaires. Focus group interviews and field notes were used to gather qualitative information. Results: The main quantitative analysis exposed no relevant differences among the transcultural sample of preservice teachers related to the analyzed variables. Qualitative analysis showed the power of contextual factors to filter preservice teachers’ understanding of the model. Conclusions: The dialogical nature of the approach and the miniseason structure allowed the preservice teachers to achieve a better understanding of the pedagogy of sport education and to optimize their motivation to use it in the future. The rigidity of the national curriculum and the custodial nature of school reality, however, present strong barriers to this end.

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“…Over time, critics of the dominant authoritarian model of schooling have called for an extensive transformation that promotes learner-centered and democratic pedagogies (Harber, 2009), with reforms aimed at encouraging democratic practices and empowering learners through education. However, such reforms might not be possible without simultaneously changing the processes followed in teacher education programmes (Apple, 2001;DaMatta et al, 2013).…”

Section: Undemocratic Practicesmentioning

confidence: 99%

Democratic Citizenship in Mathematics Teacher Preparation in South African Universities: Contradictions in Theory and Practice

Olawale

2022

International Journal of Pedagogy and Teacher Education

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For an individual to become a democratic citizen, s/he needs to be exposed to at least three interrelated elements, which include collective identity, the privileges of membership, and social rights and benefits. This study investigated how South African universities prepare mathematics teachers for democratic citizenship. Data were generated from a total of six mathematics teacher educators and 75 second- to fourth-year student teachers majoring in mathematics education, who were undergoing teacher training at three different universities. The findings from the study revealed contradictions in respect of theory and practice within the mathematics education programmes at South African universities. While the programmes contribute to the formation of an active citizenry through the development of democratic skills and values, as well as the incorporation of social justice issues in mathematics classrooms, it also inhibits and disempowers students, given that the offerings emphasise the importance of teaching and testing, as well as the acceptance and rejection of “right” answers. Based on the findings of the study, it is recommended that educators democratise mathematics education classrooms and adopt a humanising pedagogical approach based on care, trust and respect.

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Toward an understanding of the democratic reconceptualization of physical education teacher education in post-military Brazil

Abstract: , M. A. (2015). Toward an understanding of the democratic reconceptualization of physical education teacher education in post-military Brazil.

Cited by 11 publications

References 24 publications

Socio-critical research on teaching physical education and physical education teacher education

Socio-critical research on teaching physical education and physical education teacher education

Transcultural Impact of Learning to Teach Sport Education on Preservice Teachers’ Perceived Teaching Competence, Autonomy, and Academic Motivation

Democratic Citizenship in Mathematics Teacher Preparation in South African Universities: Contradictions in Theory and Practice

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