Hegemonic Masculinity in Sport Education: Case Studies of Pre-Service Physical Education Teachers with Teaching Orientations

Autor/inn/en	Chen, YuChun; Curtner-Smith, Matthew D.
Titel	Hegemonic Masculinity in Sport Education: Case Studies of Pre-Service Physical Education Teachers with Teaching Orientations
Quelle	In: Sport, Education and Society, 20 (2015) 4, S.546-563 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2013.775116
Schlagwörter	Masculinity; Athletics; Case Studies; Physical Education Teachers; Preservice Teachers; Coaching (Performance); Teaching Styles; Gender Bias; Sex Stereotypes; Interviews; Recall (Psychology); Participant Observation; Comparative Analysis; Equal Education; Gender Differences; Student Teacher Attitudes; Resistance (Psychology); Elementary School Students; Socialization; Course Content; Prior Learning; Training; Grade 4; Grade 5; Elementary School Teachers; Qualitative Research; Documentation; Content Analysis + Suchen Sie Ihr Suchwort? Männlichkeit; Leichtathletik; Case study; Fallstudie; Case Study; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrstil; Unterrichtsstil; Geschlechterstereotyp; Interviewing; Interviewtechnik; Abberufung; Teilnehmende Beobachtung; Geschlechterkonflikt; Resistenz; Socialisation; Sozialisation; Kursprogramm; Vorkenntnisse; Ausbildung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Qualitative Forschung; Dokumentation; Inhaltsanalyse
Abstract	Previous research had indicated that pre-service teachers (PTs) with coaching orientations reinforced sexism and masculine bias while employing the sport education (SE) model. The purpose of the current study was to examine whether or not and the degree to which SE delivered by PTs with teaching orientations served to combat or reinforce sexism and masculine bias. Participants were two PTs who taught four SE seasons during their culminating internship. The theory of hegemonic masculinity guided data collection and analysis. Data were collected through formal, informal and stimulated recall interviews, passive participant observation, and document analysis. Analytic induction and constant comparison were used to analyze the data. Findings revealed that masculine bias and sexism were largely combatted and rejected during the SE seasons and that the PTs provided a relatively equitable experience for girls and smaller, less physically able boys. Key reasons for the PTs' success included their liberal views about sport, their willingness to confront the prevailing sporting culture and the fact that they taught elementary-aged children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01