Health, physical education content, and teacher knowledge/identity

Colleen Fadale, Pamela J Powell

Research output: Contribution to journalArticle

Abstract

An important process for teachers is shaping professional identity. Using narrative approaches to examine complexities of teaching and learning can be beneficial in both performing and understanding this shaping process. For teachers to develop a positive professional identity, they need to perceive that others view them as possessing those characteristics of a quality teacher and need to perceive that others view them as embodying the characteristics (Korthagen, 2004). Researching identity development of Health/Physical Education (HPE) preservice teachers as well as HPE teachers with various years of experience may provide insight regarding shaping teacher identity. One key aspect is to look at how history has influenced Physical Education status and what can be done to increase PE status as an academic core discipline. By looking at how and why PE has been marginalized, as well as what can be done to decrease marginalization, is key to avoiding further devaluation of PE and its potential removal from the curriculum.

Original languageEnglish (US)
Pages (from-to)157-171
Number of pages15
JournalAdvances in Research on Teaching
Volume28
DOIs
StatePublished - 2017

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physical education
teacher
health
devaluation
narrative
curriculum
Teaching
history
learning
experience

Keywords

  • Education
  • Health and physical education (HPE)
  • Preservice teachers (PSTs)
  • Teacher education
  • Teacher identity
  • Teacher professional identity (PI)

ASJC Scopus subject areas

  • Education

Cite this

Health, physical education content, and teacher knowledge/identity. / Fadale, Colleen; Powell, Pamela J.

In: Advances in Research on Teaching, Vol. 28, 2017, p. 157-171.

Research output: Contribution to journalArticle

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