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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

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

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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