DE/REconstructing my Athlete-Student-Teacher Self: A Critical Autoethnography of Resistance in Physical Education Teacher Education (PETE)
Keywords:
Pedagogical, SociologicalAbstract
Through a yearlong critical autoethnographic study, I explore key moments, shifting perspectives, and pivotal transitions that have impacted my journey as a critical scholar in the field of physical education teacher education (PETE). I draw upon my experiences as an athlete, student, and now teacher in a PETE program in an attempt to answer the question: What informs and continues to inform the athlete-student-teacher I am? By sharing my story, I hope to promote reflexive first-person narrative in order to support alternative approaches to knowing ourselves as PETE practitioners and feed a growing need for “re-searching” ways forward in the field of physical education (PE). It is my hope that meaning will emerge from my story in such a way that teachers and students alike are stimulated to reflect upon how their experiences inform their PE pedagogy and practices.
Dans le cadre d’une étude auto-ethnographique critique d’une durée d’un an, j’ai exploré les moments clés, les perspectives changeantes et les transitions cruciales qui ont influencé mon cheminement de chercheur critique en formation des enseignants d’éducation physique. J’ai puisé dans mes expériences comme athlète, étudiant et, maintenant, comme formatrice en enseignement en éducation physique pour répondre à la question suivante : « Qu’est-ce qui a motivé et qui motive toujours l’athlète, l’étudiant et l’enseignant en moi? » En relatant mon histoire, j’aimerais lancer une autoréflexion narrative et favoriser le recours à d’autres approches utiles pour apprendre à mieux nous connaître comme formateurs d’enseignants en éducation physique. J’aimerais aussi propulser vers l’avant la « re-cherche » dans le domaine de l’éducation physique. J’ose croire que mon récit sera assez percutant pour inspirer les enseignants et les étudiants en éducation physique à réfléchir aux façons dont leurs expériences personnelles influencent leurs approches pédagogiques et leurs pratiques.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-Share Alike 2.5 Canada License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) after publication, while providing bibliographic details that credit PHENex (See The Effect of Open Access).