Faculty members engaging in transformative PETE: a feminist perspective

Article


Lynch, S. and Curtner-Smith, M. 2018. Faculty members engaging in transformative PETE: a feminist perspective. Sport, Education and Society.
AuthorsLynch, S. and Curtner-Smith, M.
Abstract

The purpose of this study was to describe sport pedagogy faculty members’ (FMs) efforts at engaging in transformative physical education teacher education (T-PETE). T-PETE stresses the importance of FMs creating social change through their pedagogical approach and begins by asking preservice teachers (PTs) to reflect on their perspectives and practices (Tinning, 2017 Tinning, R. (2017). Transformative pedagogies and physical education. In C. Ennis (Ed.), The Routledge handbook of physical education pedagogies (pp. 295–306). New York: Taylor & Francis. [Google Scholar]. Transformative pedagogies and physical education. In C. Ennis (Ed.), The Routledge handbook of physical education pedagogies (pp. 295–306). New York: Taylor & Francis; Ukpokodu, 2009. The practice of transformative pedagogy. Journal on Excellence in College Teaching, 20(2), 43–67.). Participants were three white, female, able-bodied, lesbian/gay sport pedagogy FMs. The study was conducted in the United States. Feminist theory and feminist pedagogy drove data collection and analysis. Data were collected by employing a series of qualitative methods. An inductive and deductive analysis revealed that FMs had specific T-PETE goals, content, and pedagogies. Furthermore, several factors served to facilitate and limit the FMs’ effectiveness when engaging in T-PETE. The findings suggest that program-wide PETE reform is necessary in the United States for creating social change, and influencing PTs perspectives and practices. In addition, they suggest that American PETE programs might benefit from greater diversity among the FMs who staff them.

JournalSport, Education and Society
ISSN1357-3322
Year2018
PublisherTaylor & Francis
Accepted author manuscript
License
File Access Level
Anyone
Digital Object Identifier (DOI)doi:10.1080/13573322.2018.1560255
Web address (URL)https://doi.org/10.1080/13573322.2018.1560255
Publication dates
Online25 Dec 2018
Publication process dates
Accepted14 Dec 2018
Deposited24 Jun 2019
Copyright holder© 2018 Taylor & Francis.
Copyright informationThis is an Accepted Manuscript of an article published by Taylor & Francis in Sport, Education and Society on 25/12/2018, available online: http://www.tandfonline.com/10.1080/13573322.2018.1560255.
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