'We United to Defend Ourselves and Face Our Struggles': Nurturing a Physical Education Teachers' Community of Practice in a Precarious Context

Autor/inn/en	Gonçalves, Luiza; Parker, Melissa; Luguetti, Carla; Carbinatto, Michele
Titel	'We United to Defend Ourselves and Face Our Struggles': Nurturing a Physical Education Teachers' Community of Practice in a Precarious Context
Quelle	In: Physical Education and Sport Pedagogy, 27 (2022) 4, S.339-352 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gonçalves, Luiza) ORCID (Parker, Melissa) ORCID (Luguetti, Carla) ORCID (Carbinatto, Michele)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2021.1891212
Schlagwörter	Foreign Countries; Physical Education Teachers; Communities of Practice; Facilitators (Individuals); Community Development; Democratic Values; Work Environment; Job Security; Faculty Workload; Brazil + Suchen Sie Ihr Suchwort? Ausland; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Community; Development; Entwicklung; Arbeitsmilieu; Arbeitsplatzsicherheit; Brasilien
Abstract	Background: Physical Education (PE) teachers around the world often struggle with different experiences of precarity such as job insecurity, high workloads, lack of infrastructure in schools, and others. Communities of practice (CoP) are recognised as an important democratic strategy for teachers' continuing professional development (CPD). A democratic CoP seeks to promote spaces where teachers can empower themselves by taking risks and collectively struggle to overcome their challenges. The majority of studies regarding CoPs and PE have, however, been conducted in privileged, global north countries with PE teachers who were predominantly white and middle-class. Much less attention has been paid to critically examining PE-CoPs with teachers in precarious contexts in the global south countries. Purpose: This study investigated the process of nurturing a democratic PE-CoP in a precarious, Brazilian school context. Methods: Ethnography and action research framed this 2-semester study. Participants included six PE teachers, a facilitator, and a critical friend. Data collection/analysis: Data sources included: (a) lead researcher observations collected as field notes; (b) weekly teachers' meetings and researchers' meetings; and (c) teachers' interviews. Data were analysed using an inductive and iterative thematic process. Findings: Results indicated the development of a democratic PE-CoP in a precarious situation through an ongoing and dynamic progression where teachers built their own practice to overcome the marginalisation of PE and were supported to exist. In this untenable context, the nurturing of a democratic CoP focused on teachers' survival and 'defending themselves' while learning to struggle together to change their micro-context. Implications: Nurturing a democratic CoP created a space for the negotiation of what was meaningful and useful for these teachers in their reality. In these contexts, we suggest that teachers' CPD must include not only content knowledge but also the quest for better professional conditions. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01