Exploring teacher educator pedagogical decision-making about a combined pedagogy of social justice and meaningful physical education

Teacher educators shape curriculum in the pedagogical decisions they make ( Lunenberg et al., 2007 ). Yet, evidence is lacking about how physical education (PE) teacher educators make decisions about what to include in their teacher education pedagogies. Four teacher educators in four different PE teacher education (PETE) programmes collaborated to examine their decision-making as they explored ideas related to Meaningful PE and social justice pedagogies. Insight into how teacher educators make decisions can add nuance to understanding pedagogical decision-making in PETE. A self-study of teacher education practices frame supported collective and individual interrogation of our decision-making processes. Data included planning documentation for each teaching episode ( n = 42), individual reflections ( n = 33), recordings of conversations with critical friends ( n = 15), and recordings of collective meetings ( n = 8). Pedagogical confrontations ( Moran et al., 2019 ) provided a lens for each teacher educator to gain perspective and insight into their decision-making related to Meaningful PE and social justice pedagogies The findings are presented in the form of four individual cases that illustrate the distinct story of each teacher educator’s engagement with Meaningful PE and social justice pedagogies. Teacher educators’ decisions were guided by their purposes and influenced by their contexts. Additionally, peers were an important source of pedagogical confrontations to influence decision-making practices. This research contributes to the understanding of innovation in PETE by illustrating how clarity about priorities promotes deliberate decision-making by teacher educators resulting in adoption or rejection of innovation

Vidas profissionais de dois Professores de Educação Física e Pesquisadores brasileiros: encontros e desencontros com as práticas colaborativas

The purpose of this article is to explore the collaborative practices and socialisation experiences of two Physical Education (PE) teachers and researchers in Brazil. This qualitative and collaborative case study had as participants two Brazilian professionals working in schools and universities and two critical friends. Critical incidents related to collaborative practices were identified through charts and photo-elicitation in four online meetings. The results were analyzed in light of the theory of teacher socialisation and revealed that: (a) collaborative practices can be considered as complex and dialogical processes that provide different experiences (positive and negative) in life and career; and (b) socialisation as a non-linear process that can be enhanced with research and collaboration. The findings contribute to broadening the understanding of collaborative practices in support of sustainable and meaningful careers.El objetivo de este artículo es explorar las prácticas colaborativas y las experiencias en la socialización de dos profesores e investigadores de Educación Física (EF) en Brasil. Este estudio de caso cualitativo y colaborativo tuvo como participantes a dos profesionales brasileños que actúan en escuelas y universidades y dos amigos críticos. Se identificaron incidentes críticos relacionados con las prácticas colaborativas a través de gráficos y fotoelicitación, en cuatro encuentros online. Los resultados se analizaron a la luz de la teoría de la socialización docente y revelaron que: (a) las prácticas colaborativas pueden ser consideradas como procesos complejos y dialógicos que proporcionan diferentes experiencias (positivas y negativas) en la vida y en la carrera; y (b) la socialización como un proceso no lineal que se puede mejorar con investigación y colaboración. Los hallazgos contribuyen a ampliar la comprensión de las prácticas colaborativas en apoyo a carreras sostenibles y significativas.O objetivo deste artigo é explorar as práticas colaborativas e as experiências na socialização de dois professores e pesquisadores de Educação Física (EF) no Brasil. Este estudo de caso qualitativo e colaborativo teve como participantes dois profissionais brasileiros que atuam em escolas e em universidades e dois amigos críticos. Foram identificados incidentes críticos relacionados às práticas colaborativas por meio de gráficos e foto-elicitação, em quatro encontros online. Os resultados foram analisados à luz da teoria da socialização docente e revelaram que: (a) as práticas colaborativas podem ser consideradas como processos complexos e dialógicos que proporcionam diferentes experiências (positivas e negativas) na vida e na carreira; e (b) socialização como um processo não linear que pode ser melhorado com pesquisa e colaboração. Os achados contribuem para ampliar a compreensão das práticas colaborativas em apoio a carreiras sustentáveis ​​e significativas

Voices from the field: How did you come to engage in students-as-partners work?

The language of students as partners was cemented into higher education (HE) practice and scholarship 10 years ago. While it had been circulating in higher education policy, practices, and publications before that, two key 2014 publications on engaging students as partners, or SaP, inspired a myriad of practices and publications brought together by the relational, values-based ethos of partnership (Cook-Sather et al., 2014; Healey et al., 2014). A seductively simple idea— that students can collaborate with staff as partners on matters of teaching and learning—landed at the right time. The higher education sector was increasingly fixated on student involvement and engagement, particularly on how university changes students (Klemenčič, 2024). SaP offered a related but direction-shifting proposition: what if students could shape higher education

The professional lives and careers of physical education teachers in Irish post-primary schools

Little is known about the professional lives and careers of physical education teachers in Irish post-primary schools. Therefore, the aim of this research is to explore and understand the nuanced professional lives and careers of physical education teachers in Irish post-primary schools. This research includes two distinct phases which follow a sequential exploratory mixed methods research design strategy whereby the results of each enquiry informs the next. The first phase uses qualitative methods of data collection and data analysis to gain a holistic understanding of physical education teachers’ career trajectories. Results indicate that teachers’ career trajectories are influenced by a prevalent relationship experienced by teachers between their role as a teacher of physical education and a teacher of another school subject(s). To explore this further, the subsequent study aims to understand the realities and tensions of teachers enacting dual-role positions of teaching physical education and another school subject(s) concurrently. Results suggest that when enacting a dual-role position of this nature, the relationship between roles may result in teachers experiencing role conflict. Following the results from phase one, phase two uses quantitative methods of data collection and analysis to develop and validate the Teaching Multiple School Subject(s) Role Conflict Scale, an original instrument to measure interrole conflict between the roles of teaching physical education and another school subject(s) concurrently. This research contributes new knowledge on the professional lives and careers of Irish post-primary physical education teachers by identifying a reality physical education teachers can expect as a potential challenge throughout their careers. Further, the development and validation of an original tool to measure teachers’ experience of this identified phenomenon provides an original contribution to the literature

The professional lives and careers of physical education teachers in Irish post-primary schools

Little is known about the professional lives and careers of physical education teachers in Irish post-primary schools. Therefore, the aim of this research is to explore and understand the nuanced professional lives and careers of physical education teachers in Irish post-primary schools. This research includes two distinct phases which follow a sequential exploratory mixed methods research design strategy whereby the results of each enquiry informs the next. The first phase uses qualitative methods of data collection and data analysis to gain a holistic understanding of physical education teachers’ career trajectories. Results indicate that teachers’ career trajectories are influenced by a prevalent relationship experienced by teachers between their role as a teacher of physical education and a teacher of another school subject(s). To explore this further, the subsequent study aims to understand the realities and tensions of teachers enacting dual-role positions of teaching physical education and another school subject(s) concurrently. Results suggest that when enacting a dual-role position of this nature, the relationship between roles may result in teachers experiencing role conflict. Following the results from phase one, phase two uses quantitative methods of data collection and analysis to develop and validate the Teaching Multiple School Subject(s) Role Conflict Scale, an original instrument to measure interrole conflict between the roles of teaching physical education and another school subject(s) concurrently. This research contributes new knowledge on the professional lives and careers of Irish post-primary physical education teachers by identifying a reality physical education teachers can expect as a potential challenge throughout their careers. Further, the development and validation of an original tool to measure teachers’ experience of this identified phenomenon provides an original contribution to the literature

Student Voice in Primary Physical Education: A 30-Year Scoping Review of Literature

The past decade has seen an increased focus on student voice in physical education; yet, the majority reflects the thoughts, feelings, and experiences of agency of secondary-level students. It has been suggested that the perspectives and experiences of students in primary physical education remain largely absent from the literature. Therefore, the purpose of this review was to answer the question “what peer-reviewed data on student voice in primary physical education was published between January 1990 and March 2020?” This article provides a map of 89 articles that accessed student voice in primary physical education. Conclusions highlight a need for democratic possibilities for primary students to engage and contribute to their physical education learning experiences as well as a continued exploration of the implementation and impact of authentic methods of accessing and responding to student voice in primary physical education.</jats:p