Physical Education Teacher Educators' Personal Perspectives Regarding Their Practice of Critical Pedagogy

Ruiz, Beatriz Muros; Fern�ndez-Balboa, Juan-Miguel
July 2005
Journal of Teaching in Physical Education;Jul2005, Vol. 24 Issue 3, p243
Academic Journal
Many researchers and theoretical scholars have questioned the social-transformative claims of critical pedagogy (CP) in physical education. Most of these criticisms center on its application in physical education teacher education (PETE). Our knowledge of the perspectives and practices of physical education teacher educators (PETEs) who claim to practice CP, however, is still tentative at best; consequently, the reasons for its limited success are still largely unknown. To shed some light on this issue, 17 PETEs who claimed to practice critical pedagogy were interviewed at length regarding their definition of CP, including its principles and purposes, and their pedagogical practices. The results show that more than half of the PETEs did not fully understand the main principles and purposes of CP as presented in the literature, and that many of their methods were incongruent with these principles and purposes. This lack of understanding of CP might be an important factor contributing to its limited success in PETE. In view of this, caution and critical reflection are recommended when engaging in this type of pedagogy. Some implications for PETE are provided as well.


Related Articles

  • The Strong are Lonely: a reflection on the "mission" of the critical HPETE pedagogue. McCuaig, Louise // New Zealand Physical Educator;Jun2013, p18 

    The author discusses the objective of the Health and Physical Education Teacher Education (HPETE) instructor. She reflects on various motivational activities for offensive HPETE learning experience including students' feedback, teachable moments and national teaching awards. Also investigated is...

  • The Impact of a Critically Oriented Physical Education Teacher Education Course on Preservice Classroom Teachers. Curtner-Smith, Matthew D. // Journal of Teaching in Physical Education;Jan2007, Vol. 26 Issue 1, p35 

    Studies of the influence of conventional methods courses on preservice classroom teachers (PCTs) have provided mixed results. The purpose of the study described in this paper was to break new ground and examine the effects of a critically oriented 6-week methods course and a 9-week early field...

  • Chapter 2: Using the Development, Research, and Improvement Model for PETE Program Assessment. Metzler, Michael W.; Tjeerdsma, Bonnie L. // Journal of Teaching in Physical Education;Jul2000, Vol. 19 Issue 4, p402 

    Provides the Development, Research, and Improvement (DRI) Model for Physical Education Teacher Education (PETE) assessment programs. Criteria for the design of a framework for doing PETE program assessment; Stages of the DRI model; Provision of theoretical foundation and working plan for the...

  • Introduction--Persisting Issues and New Solutions. Faltis, Christian J // Teacher Education Quarterly;Fall2013, Vol. 40 Issue 4, p3 

    An introduction is presented in which the editor discusses various reports within the issue on concerns in teacher education including teaching of linguistically diverse students, issues related to assessment, and preparation of physical education teachers.

  • On racism and prejudice: exploring post-critical possibilities for service-learning within physical education teacher education. Bruce, Judy // Asia-Pacific Journal of Health, Sport & Physical Education;2015, Vol. 6 Issue 3, p233 

    Service-learning (S-L) is becoming an increasingly prominent pedagogical practice within physical education teacher education (PETE) contexts [Miller, M. P., & Nendell, J. D. (Eds.). (2011). Service-learning in physical education and related professions: A global perspective. Sudbury, MA: Jones...

  • Man and Sports � the Acquisition of Skill. Robb, Margaret D. // Quest (00336297);Jun1970, Vol. 14, p50 

    The article discusses the relevance of the process of acquisition of new skills to Physical and sports education. The process of learning a new skill is divided into three phases, namely the cognitive, fixation and automatic. Physical education teachers should be cognizant of the processes...

  • Disturbing practice in teacher education. Ovens, Alan // New Zealand Physical Educator;Jun2013, p20 

    In this article, the author discusses his interest in physical education with committed students. He focuses on an intellectual framework and language for understanding teacher educational practices which recognize complexity, emancipator potential and humanity of physical educators. He also...

  • Guest editorial: Conflicting demands for physical education teacher educators: Institutional... Williamson, Kay // Physical Educator;Late Winter90, Vol. 47 Issue 1, p11 

    Editorial. Relates the experiences of physical education teacher educators in their professional roles to the perceived institutional expectations and reward structure of faculty productivity. Institutional priorities; Institutional recognition of field experiences; Affect of changing...

  • What Professional Educators Can Learn from Practicing Physical Education Teachers? Wong, Arthur; Louie, Lobo // Physical Educator;Spring2002, Vol. 59 Issue 2, p90 

    Provides information on a study that attempted to outline the general work environment of the secondary physical education teachers in Hong Kong, China and to identify the actual professional requirements needed by physical education teachers. Methodologies used; Results and discussion.


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics