“The Education System is Broken:” The Influence of a Sociocultural Foundations Class on the Perspectives and Practices of Physical Education Preservice Teachers

Article


Lynch, S. and Curtner-Smith, M. D. 2019. “The Education System is Broken:” The Influence of a Sociocultural Foundations Class on the Perspectives and Practices of Physical Education Preservice Teachers. Journal of Teaching in Physical Education. 38 (4), p. 377–387.
AuthorsLynch, S. and Curtner-Smith, M. D.
Abstract

The purpose of this study was to determine the influence of one sociocultural foundations class taught by Florence, a teacher educator, on the perspectives and practices of two physical education preservice teachers (PTs), Michael and Bob. Within a narrative inquiry approach, data sources were nonparticipant observation, intraviews, conversations, exit slips, digital interactions, responses to three fictional physical education teaching scenarios, a fictional curriculum outline, three stimulated recall interviews, documents, and various forms of visual data. Theoretical thematic analysis was employed to work with and make sense of the data. Findings indicated that both PTs faced frustration and discomfort during class. Nevertheless, the class resonated and raised the PTs’ critical awareness of sociocultural issues related to physical education. Key reasons for the apparent success of the class were the deinstitutionalizing pedagogical methods employed by Florence and Florence’s “problem-posing” education which prompted the PTs to question their perspectives and assumptions about society and culture.

JournalJournal of Teaching in Physical Education
Journal citation38 (4), p. 377–387
ISSN0273-5024
Year2019
PublisherHuman Kinetics
Accepted author manuscript
License
File Access Level
Anyone
Digital Object Identifier (DOI)doi:10.1123/jtpe.2018-0258
Web address (URL)https://doi.org/10.1123/jtpe.2018-0258
Publication dates
Online17 Jul 2019
Publication process dates
Accepted19 Mar 2019
Deposited13 Aug 2019
Copyright holder© 2019 Human Kinetics
Copyright informationAccepted author manuscript version reprinted, by permission, from Journal of Teaching in Physical Education , 38 (4) pp.377–387. 2019, https://doi.org/10.1123/jtpe.2018-0258.
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https://repository.uel.ac.uk/item/86y32

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