The (Im)Possibilities of Praxis in Online Health and Physical Education Teacher Education

Autor/inn/en	Luguetti, Carla; Enright, Eimear; Hynes, Jack; Bishara, Jeffrey Anthony
Titel	The (Im)Possibilities of Praxis in Online Health and Physical Education Teacher Education
Quelle	In: European Physical Education Review, 28 (2022) 1, S.57-77 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Luguetti, Carla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X211016485
Schlagwörter	Praxis; Health Education; Physical Education; Web Based Instruction; Participatory Research; Action Research; Teacher Educators; Self Actualization; Well Being; Student Centered Learning; Physical Education Teachers; Teacher Education; Social Justice; Foreign Countries; Distance Education; COVID-19; Pandemics; Virtual Classrooms; Australia + Suchen Sie Ihr Suchwort? Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Körpererziehung; Sportunterricht; Web Based Training; Forschungstätigkeit; Projektforschung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Self actualisation; Selbstverwirklichung; Well-being; Wellness; Wohlbefinden; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Soziale Gerechtigkeit; Ausland; Distance study; Distance learning; Fernunterricht; Australien
Abstract	Over the past three decades, a body of research has highlighted the benefits and challenges of what might collectively be referred to as critical pedagogical approaches to Health and Physical Education Teacher Education (HPETE). This research shows that praxis facilitated through critical pedagogies can challenge dominant accountability regimes in HPETE, by animating the discourse of democracy and interrogating and denaturalizing the conditions of oppression. The aim of this study was to explore the (im)possibilities of praxis when the lead author attempted to transition to online teaching. Theoretically, we are guided by the work of bell hooks, and specifically her 'engaged pedagogy'. Participatory action research framed this study. Participants included the lead author (a teacher educator), a critical friend, and two additional teacher educators. Data collected included: (a) lead researcher observations; (b) collaborative group meetings between the lead author and the two other teacher educators; (c) meetings between the lead author and the critical friend; (d) teacher educator focus group; and (e) artefacts. Findings are discussed under two themes. First, "building relationships as a foundation to cultivating a learning community"; this theme relates to the challenges and facilitators to getting to know our 'faceless students' and building an interactive relationship with them in an online environment. The second theme constructed from the data was "commitment to a process of self-actualization that promotes teachers' and students' wellbeing"; under this theme we describe and interrogate how mutual participation, vulnerability and risk taking were cultivated in challenging university and pedagogical contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01