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The enactment of the socially-just teaching personal and social responsibility (SJ-TPSR) approach in physical education teacher education: teacher educators’ and pre-service teachers’ perspectives

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  • معلومة اضافية
    • بيانات النشر:
      Taylor & Francis
    • الموضوع:
      2024
    • Collection:
      Dublin City University: DCU Online Research Access Service (DORAS)
    • نبذة مختصرة :
      Background: Research in teacher education practice explicitly highlights how learning to teach teachers is a complex, messy, sophisticated process, filled with uncertainty and perpetual challenges. While this applies to all aspects of teacher education, we focus here on the process of learning to teach pre-service teachers (PSTs) how to teach about, through, and for social justice (pedagogies) by enacting the Socially-Just Teaching Personal and Social Responsibility (SJ-TPSR) approach. Purpose: This research was guided by the following research question: What are the realities of enacting a SJ-TPSR approach in physical education teacher education (PETE)? Method: Utilising a collaborative self-study approach two physical education teacher educators, supported by two critical friends, enacted the SJ-TPSR approach in a 10-week outdoor and adventure activities module with pre-service generalist primary school teachers. Data included: critical friend meetings, pedagogical decision-making documents and interviews with the teacher educators and PSTs. Findings: The findings revolve around three categories: (i) Teaching about teaching and learning about teaching the SJ-TPSR approach; (ii) The importance of learning together; and (iii) A pedagogy of vulnerability needed? The findings demonstrated the need to take a gradual approach to teaching about teaching the SJ-TPSR approach and learning about teaching along with the SJ-TPSR approach. It was a daunting experience but reflection and sharing our thoughts mitigated most of these feelings. The importance of learning together was highlighted by both teacher educators. Co-constructing this new knowledge with the PSTs further supported this process. Finally, when enacting a new pedagogical approach, particularly in the area of social justice, required an additional pedagogical approach that of vulnerability. Discussion: Our collaborative self-study on the enactment of the SJTPSR approach is an explicit example of reframing pedagogy and practice not only from a social change ...
    • File Description:
      application/pdf
    • Relation:
      https://doras.dcu.ie/29711/; https://doi.org/10.1080/17408989.2024.2319071; https://doras.dcu.ie/29711/1/The%20enactment%20of%20the%20Socially-Just%20Teaching%20Personal%20and%20Social%20Responsibility%20%20SJ-TPSR%20%20approach%20in%20physical%20education%20teacher%20education%20%20Teacher%20edu.pdf; Scanlon, Dylan orcid logoorcid:0000-0002-8774-0532 , Coulter, Maura orcid logoorcid:0000-0001-9406-2349 , Baker, Kellie orcid logoorcid:0000-0003-0435-2268 and Tannehill, Deborah orcid logoorcid:0000-0002-9036-8911 (2024) The enactment of the socially-just teaching personal and social responsibility (SJ-TPSR) approach in physical education teacher education: teacher educators’ and pre-service teachers’ perspectives. Physical Education and Sport Pedagogy . ISSN 1740-8989
    • الرقم المعرف:
      10.1080/17408989.2024.2319071
    • الدخول الالكتروني :
      https://doras.dcu.ie/29711/1/The%20enactment%20of%20the%20Socially-Just%20Teaching%20Personal%20and%20Social%20Responsibility%20%20SJ-TPSR%20%20approach%20in%20physical%20education%20teacher%20education%20%20Teacher%20edu.pdf
      https://doi.org/10.1080/17408989.2024.2319071
    • Rights:
      cc_by_4
    • الرقم المعرف:
      edsbas.3E0FFA18