Scanlon, Dylan ORCID: 0000-0002-8774-0532, Coulter, Maura ORCID: 0000-0001-9406-2349, Baker, Kellie ORCID: 0000-0003-0435-2268 and Tannehill, Deborah ORCID: 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
Abstract
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 and social justice perspective,
but about, through, and for social justice and change. We first
reconceptualised the TPSR approach to the SJ-TPSR approach from a
social justice perspective, but then examined our practice and
developed practices that also support the teaching and learning
about, through, and for social justice. The practices developed have
implications for the enactment of the SJ-TPSR approach which hold
possibilities for other innovative practices (e.g. layering), and also for
self-study research, namely ways in which collaborative self-study can
be conducted and in which self-study can work from a social change
and social justice perspective
Conclusion: We trust that sharing our journey thus far will support
others interested in enacting the SJ-TPSR approach, and that we, in
turn, can learn from others enacting, examining, and articulating their
experiences with the approach
Metadata
Item Type: | Article (Published) |
---|---|
Refereed: | Yes |
Uncontrolled Keywords: | Social justice; teaching personal and social responsibility; socially-just TPSR; physical education teacher education; self-study |
Subjects: | Social Sciences > Education Social Sciences > Teaching |
DCU Faculties and Centres: | DCU Faculties and Schools > Institute of Education > School of Arts Education & Movement |
Publisher: | Taylor & Francis |
Official URL: | https://doi.org/10.1080/17408989.2024.2319071 |
Copyright Information: | © 2024 The Authors |
ID Code: | 29711 |
Deposited On: | 14 Mar 2024 14:10 by Melissa Lynch . Last Modified 21 Mar 2024 19:29 |
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