Fit for the Job? How Corporeal Expectations Shape Physical Education Teachers' Understandings of Content, Pedagogy, and the Purposes of Physical Education

Autor/inn/en	Barker, D.; Quennerstedt, M.; Johansson, A.; Korp, P.
Titel	Fit for the Job? How Corporeal Expectations Shape Physical Education Teachers' Understandings of Content, Pedagogy, and the Purposes of Physical Education
Quelle	In: Physical Education and Sport Pedagogy, 28 (2023) 1, S.29-42 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barker, D.) ORCID (Quennerstedt, M.) ORCID (Korp, P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2021.1934664
Schlagwörter	Physical Education Teachers; Human Body; Expectation; Physical Characteristics; Physical Fitness; Course Content; Instruction; Foreign Countries; Body Weight; Body Composition; Educational Objectives; Teacher Attitudes; Sweden + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Menschlicher Körper; Expectancy; Erwartung; Körperliche Erscheinung; Leistungsfähigkeit; Kursprogramm; Teaching process; Unterrichtsprozess; Ausland; Körpergewicht; Educational objective; Bildungsziel; Erziehungsziel; Lehrerverhalten; Schweden
Abstract	Background: People often expect physical education teachers to look fit and athletic, to do lots of physical activity, and to eat well. While ample research exists on physical education teachers' bodies, relatively few scholars have investigated how physical educators relate corporeal expectations to broader ideas about subject content, pedagogy, and the purposes of the school subject. Aim: The specific aim of the paper is to identify the assumptions about content, pedagogy, and educational purposes that teachers make when they talk about a perceived need for physical educators to look fit and athletic. Method: To frame our work theoretically, we draw from a Swedish didaktik of physical education tradition and employ Bakhtin's concept of "speech genres," and Wertsch's concept of "privileging." Our empirical material consists of transcripts generated from 6 focus group and 6 individual interviews (24 teachers in total, average age of 40 years, average teaching experience 11 years). Findings: Data suggest that when teachers use an 'athletic-looking teacher as healthy role model' speech genre, they tend to privilege: (1) a particular version of health as subject content that involves not being too overweight and maintaining physical functionality in sports. This content is based on biomedical conceptions of health which foreground exercise, eating and weight, and a pathogenic reduction of risk; (2) particular pedagogies in PE that put the teacher at the centre of the pedagogical situation, and; (3) a certain educational purpose in PE, which is to educate citizens for healthy lives through participation in sport. With respect to this purpose, increasing body weight enters the genre as a potential obstacle for educational success. Discussion: The findings raise questions concerning appropriate curricular content and its relation to teacher identities. They suggest that learning possibilities may be missed when certain content, pedagogies, and outcomes are privileged. The findings also indicate how wider voices are implicated in the speech genre. Conclusion: The paper is concluded with reflections on the possibility for change regarding expectations of physical education teachers' bodies and pedagogies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01