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Graduate physical education teachers’ enactment of critical pedagogy
University of Auckland, New Zealand.ORCID iD: 0000-0003-2922-1993
University of Auckland, New Zealand.
2014 (English)In: Australian Association for Research in Education (AARE), 1-5 December, 2014, Brisbane, Australia, Australian Association for Research in Education , 2014Conference paper, Abstract (Refereed)
Abstract [en]

In this third part of the symposium we aim to present the findings of a research project that examined PE teachers' perspectives about the nature of HPE and how critical pedagogy (CP) is enacted through their pedagogies in secondary school contexts, if at all. While previous literature has addressed the importance of critical perspectives in physical education we specifically sought to address the level of understanding and attitudes of teachers towards CP and their interpretation of how they enacted CP in their PE practice. Our findings showed that for these participant teachers, there are multiple influences that impact on how they come to view their role as teachers of HPE and the nature of HPE. CP is often reflected implicitly rather than explicitly in their practice. Their initial PETE experience is just one of a number of influences that have impacted on them as teachers of HPE.

Place, publisher, year, edition, pages
Australian Association for Research in Education , 2014.
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
URN: urn:nbn:se:lnu:diva-45611OAI: oai:DiVA.org:lnu-45611DiVA: diva2:844307
Conference
Australian Association for Research in Education (AARE), 1-5 December, 2014, Brisbane, Australia
Available from: 2015-08-05 Created: 2015-08-05 Last updated: 2016-02-16Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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More styles
Language
  • de-DE
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  • en-US
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  • nn-NB
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  • Other locale
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Output format
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