Self-Study in Physical Education Teacher Education

Self-Study in Physical Education Teacher Education

Self-Study of Teaching and Teacher Education Practices Volume 13 Series Editor John Loughran, Monash University, Clayton, Australia Advisory Board Mary Lynn Hamilton, University of Kansas, USA Ruth Kane, University of Ottawa, Ontario, Canada Geert Kelchtermans, University of Leuven, Belgium Fred Korthagen, IVLOS Institute of Education, The Netherlands Tom Russell, Queen s University, Canada For further volumes: http://www.springer.com/series/7072

Alan Ovens Tim Fletcher Editors Self-Study in Physical Education Teacher Education Exploring the interplay of practice and scholarship

Editors Alan Ovens University of Auckland Auckland, New Zealand Tim Fletcher Brock University St. Catharines, ON, Canada ISSN 1875-3620 ISBN 978-3-319-05662-3 ISBN 978-3-319-05663-0 (ebook) DOI 10.1007/978-3-319-05663-0 Springer Cham Heidelberg New York Dordrecht London Library of Congress Control Number: 2014940729 Springer International Publishing Switzerland 2014 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)

Acknowledgements In addition to the contributors who spent much time writing their chapters for this book, we would like to acknowledge the valuable contributions made by many members of the research community who reviewed chapters: Karl Attard, Trent Brown, Nathan Brubaker, Judy Bruce, Shawn Bullock, Ashley Casey, Bryan Clift, Renee Clift, Dawn Garbett, Mary Lynn Hamilton, Clare Kosnik, John Loughran, Ann MacPhail, Jason Ritter, and Lynn Thomas. We would also like to thank John Loughran for continuously supporting the endeavours of scholars working in self- study of teacher education practice research, and for encouraging us to compile this text. v

Contents Part I Considering Self-Study in, Through and for Physical Education Doing Self-Study: The Art of Turning Inquiry on Yourself... 3 Alan Ovens and Tim Fletcher Bringing the Physical into Self-Study Research... 15 Rachel Forgasz Self-Study as Professional Development: Some Reflections from Experience... 29 Karl Attard Part II Exploring the Interplay of Physical Education Practice and Scholarship Becoming a Teacher Educator: Legitimate Participation and the Reflexivity of Being Situated... 47 Ann MacPhail Lessons on the Hoof: Learning About Teacher Education Through Horse-Riding... 63 Dawn Garbett Through the Looking Glass: Distortions of Self and Context in Teacher Education... 75 Ashley Casey Disturbing Practice in Teacher Education Through Peer-Teaching... 87 Alan Ovens A Journey of Critical Scholarship in Physical Education Teacher Education... 99 Erin Cameron vii

viii Contents Scaling Up SSTEP in Physical Education Teacher Education: Possibilities and Precautions... 117 Michael W. Metzler On Shaky Ground: Exploring Shifting Conceptualisations of Knowledge and Learning Through Self-Study... 129 Judy Bruce The Calm Before the Storm: An Autoethnographic Self-Study of a Physical Education Teacher Educator... 141 Trent D. Brown Part III Reflecting on the Possibilities for Self-Study in Physical Education Reading Self-Study in/for Physical Education: Revisiting the Zeitgeist of Reflection... 153 Richard Tinning Where We Go from Here: Developing Pedagogies for PETE and the Use of Self-Study in Physical Education and Teacher Education... 169 Mary O Sullivan Reflecting on the Possibilities for Self-Study in Physical Education... 181 Tim Fletcher and Alan Ovens

About the Editors Alan Ovens is currently a Principal Lecturer in the School of Curriculum and Pedagogy at the University of Auckland, New Zealand. He has held a range of roles within the faculty, including Deputy Head of the School of Critical Studies in Education, Head of the Health and Physical Education Group, and Acting Programme Leader of the Bachelor of Physical Education. He is the immediate Past President of Physical Education New Zealand (2006 2012) and has also carried out the role of being the editor of the Journal of Physical Education New Zealand. He has been an active contributor to the self-study conferences held every 2 years at Herstmonceux Castle Conference in England and was recently appointed as a co-programme chair for the 2014 conference and editor of the conference proceedings. He is also on the International Advisory Board for Studying Teacher Education: A journal of self- study of teacher education practices. His key research interests are in complexity, teacher education pedagogy and methodologies for self-study research. Tim Fletcher is Assistant Professor in the Department of Kinesiology at Brock University, Canada. He recently completed his doctorate at the Ontario Institute for Studies in Education/University of Toronto. Tim has been an active member of the self-study research community, regularly contributing to Studying Teacher Education, the Castle Conference, and the S-STEP Special Interest Groups at the American Educational Research Association and Canadian Society for Studies in Education annual conferences. Like Alan, he is also on the International Advisory Board for Studying Teacher Education: A journal of self-study of teacher education practices and sits on the Editorial Board for Physical Education and Sport Pedagogy. Tim s research interests are in teacher/teacher educator socialization and identity, pre-service teacher education, and self-study of practice. ix

List of Contributors Karl Attard is a Lecturer and researcher at the Institute of Physical Education and Sport at the University of Malta. He holds undergraduate and graduate degrees in Physical Education pedagogy and Educational Leadership, including a Ph.D. in teacher professional development from Loughborough University. His research interests are in career-long professional development of teachers, in-service and pre-service teacher education, reflective practice, teacher-research, informal workplace learning, collaborative learning communities, narrative inquiry, and selfstudy methodology. He has sat on various scientific conference committees and is co-chair of the Research Development Centre focusing on teacher professional development within the Association for Teacher Education in Europe. Trent D. Brown is a Senior Lecturer in the Faculty of Education at Monash University, Australia. The primary purpose of his research is to advance empirical, theoretical and philosophical insights into the study of physical education. This is expressed in research streams, namely: movement and meaning making, curriculum development, and professional learning. Most recently his research has examined the pedagogical intent and enactment of teachers working in the Senior Physical Education space. He is involved on the Editorial Board of the Asia-Pacifi c Journal of Sport, Health and Physical Education and beginning 2014 will act as Assistant Reviews Editor for Sport, Education and Society. Judy Bruce lectures in physical education, professional studies, and sport coaching at the University of Canterbury College of Education in New Zealand. He research draws on a range of interdisciplinary studies with a particular focus on critical studies in education. Judy is currently undertaking research study which applies global citizenship education knowledges to service-learning and physical education teacher education practices. Erin Cameron is a Ph.D. candidate in the Faculty of Education at Lakehead University in Thunder Bay, Canada. Her research and teaching interests include social justice pedagogies, critical theory, feminist theory, public health, and health and physical education. Her dissertation focus is on creating safe learning spaces for xi

xii List of Contributors all students, regardless of size, and examining effective teaching practices that disrupt weight-based discrimination. Ashley Casey is Lecturer in Pedagogy in the School of Sport, Exercise and Health Sciences at Loughborough University and an Adjunct Senior Lecturer in the Department of Physical Education and Sport Sciences at the University of Limerick. As a former physical education teacher, whose Ph.D. explored changing practice in physical education, Ashley is a dedicated exponent of reflective and self-study practices. His other research interests revolve around teacher professional development, models-based practice (both students learning and teachers engagement), and the meaningful use of technology in physical education. He writes a weekly blog at www.peprn.com about the junction between theory and practice and how this relates to teaching, and is a regular contributor to twitter @DrAshCasey. Rachel Forgasz teaches and researches in the Faculty of Education at Monash University, Australia. Her current research interest is in embodiment and emotion, two subjugated but critical knowledge forms in teaching and in higher education. She is especially interested in the potential of drama as a form of embodied reflective practice for engaging teachers and teacher educators in reflection on their emotional experiences of teaching. Dawn Garbett is an Associate Professor and teacher educator at The University of Auckland, New Zealand. She teaches early childhood, primary, and secondary student teachers through the curriculum area of science. Dawn is an active member of the Self-Study of Teacher Education Practices community where she has focused on innovative pedagogies for teacher education, and the scholarship of teaching and learning in higher education. Her strong commitment to practicing high quality, research- informed teaching underpinned her National Tertiary Teaching Excellence award for sustained excellence in 2008 and Post Graduate Certificate in Academic Practice studies in 2012. Ann MacPhail is the Head of the Department of Physical Education and Sport Sciences at the University of Limerick in Ireland. Ann s main teaching and research interests revolve around physical education teacher education, curriculum development in physical education and teaching, learning, and assessment issues within school physical education. Ann is Associate Editor for the journal Physical Education and Sport Pedagogy and a member of the Editorial Board for the Journal of Teaching in Physical Education. Ann has recently co-authored Research and Practice in Physical Education (Routledge) and Building Effective Physical Education Programs (Jones and Bartlett). Michael W. Metzler is currently a Professor in the Department of Kinesiology and Health at Georgia State University in the USA. He teaches in the undergraduate and graduate programs in Health and Physical Education in that department. Dr. Metzler holds a Bachelor of Arts degree in English Education from Tufts University, a Master of Science degree in Physical Education from East Stroudsburg University, and a Ph.D. degree from The Ohio State University in Physical Education Teacher

List of Contributors xiii Education with a cognate in Applied Behavior Analysis. His areas of research and scholarship include teaching and instructional models; and research on teacher education programs, with an emphasis on program assessment. His teaching expertise is in the areas of instructional models for physical education, research methods for teaching and teacher education, and the history and principles of physical education. Mary O Sullivan holds the Professorship of Physical Education and Youth Sport in the Department of Physical Education and Sport Sciences and is Co-Director of the PE PAYS Research Centre at the University of Limerick. She is Dean of the Faculty of Education and Health Sciences at the University of Limerick and prior to returning to Ireland she was Associate Dean of the College of Education at Ohio State University in the USA. Mary s major research interests are in teacher education and teacher professional development from both a policy and curriculum perspective. Her current research, in which she is collaborating with her postgraduate students, is looking at sport and education policy implications for teachers and students, and the physical education and sexuality aspects of the health curriculum. Richard Tinning is Professor of pedagogy in the School of Human Movement Studies at the University of Queensland, Australia. He is also Professor of physical education in the School of Curriculum & Pedagogy at the University of Auckland, New Zealand. His research interests are informed by a socially critical perspective and have focused on issues related to knowledge, identity and the professional development of HPE teachers. Since his early work in the late 1980s and early 1990s Richard has been an international leader in the development of critical pedagogy in physical education. His recent book Pedagogy and Human Movement: Research, Practice, Theory (Routledge, 2010) focuses on pedagogy across the field of human movement in relation to physical activity, the body, and health.