An autoethnography of becoming critical in Physical Education Teacher Education

At the onset of emergency remote teaching in higher education, as a rapid response to the virus pandemic, I organised an online course that focused on Game Based Approaches. The course was part of the professional development initiatives I have been designing for Physical Education teachers over the...

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Bibliographic Details
Published inCurriculum studies in health and physical education Vol. 12; no. 3; pp. 251 - 267
Main Author Dania, Aspasia
Format Journal Article
LanguageEnglish
Published Routledge 02.09.2021
Subjects
COVID-19
Critical Theory
discomfort and empathy
Distance Education
Electronic Learning
emancipatory teaching
Ethnography
Game Based Learning
Pandemics
Physical Education Teachers
Reflection
sport pedagogy
Teacher Education
Teacher Educators
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Summary:At the onset of emergency remote teaching in higher education, as a rapid response to the virus pandemic, I organised an online course that focused on Game Based Approaches. The course was part of the professional development initiatives I have been designing for Physical Education teachers over the past ten years, as a teacher educator working in a modern university context. I envisioned myself empowering PE teachers to take activist roles in their practice and I worked towards increasing their receptiveness to humanistic teaching. The aim of this paper is to use the above course as an inciting moment for reflecting on the personal and cultural tensions inherent in the employment of critical pedagogy principles by novice academics. To achieve the above, I employ autoethnographic writing to describe the dimensions that may shape teacher educators' efforts to re-read both their pedagogical and their emotional knowledge.
ISSN:2574-2981
2574-299X
DOI:10.1080/25742981.2021.1926299