Chapter 5: Physical Education Teacher Education Faculty--A Focus on Social Justice

Autor/inn/en	Mitchell, Murray F.; Sutherland, Sue; Walton-Fisette, Jennifer
Titel	Chapter 5: Physical Education Teacher Education Faculty--A Focus on Social Justice
Quelle	In: Journal of Teaching in Physical Education, 40 (2021) 3, S.382-391 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Physical Education; Teacher Educators; Social Justice; Preservice Teacher Education; Social Influences; Colleges; Elementary Secondary Education; Preservice Teachers; Educational Objectives; Kinesiology; Professional Associations; Individual Characteristics; Audits (Verification); Self Evaluation (Groups); Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Soziale Gerechtigkeit; Lehramtsstudiengang; Sozialer Einfluss; College; Hochschule; Fachhochschule; Educational objective; Bildungsziel; Erziehungsziel; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz)
Abstract	Neglecting to adapt physical education programs, or resisting and worse ignoring the changing needs of students has created an environment where the reproduction of inequities prevails. An examination of the role physical education teacher education faculty in the physical education system begins with consideration of eight key factors that influence their performance: (1) society; (2) higher education institutions; (3) PK-12 schools; (4) PK-12 and preservice student teachers (PST) students; (5) the purpose of physical education; (6) kinesiology; (7) professional associations; and (8) personal life circumstances. The authors draw attention to lessons learned and future directions tied to these eight influences. A critical reflection on social identity and how it influences practice is provided with suggestions on how to begin this work. Undertaking a program equity audit is discussed as a tool to highlight areas within physical education teacher education programs that influence socially just and equitable practice. Engaging in self-study (either individually, collaboratively, or programmatically) is suggested as a means to explore pedagogical practices or programmatic decisions that promote socially just and equitable physical education teacher education and physical education. Attention to policy engagement at the local, state, and national levels is noted as a potentially powerful contribution to change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01