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Graduating physical education student teachers perceptions of a critically oriented HPE curriculum: (re)constructing constructivist frameworks in PETE

Graduating physical education student teachers perceptions of a critically oriented HPE... This study investigated the beliefs of a cohort of graduating Health and Physical Education (HPE) teachers regarding their understanding of the critically oriented HPE Curriculum in Aotearoa New Zealand. In this case study research, data were gathered through a survey questionnaire and a series of semi-structured interviews as the students neared completion of their Physical Education Teacher Education (PETE) program. Data analysis revealed that the PETE program may have had some impact on the students philosophical and pedagogical beliefs around HPE, however, further analysis revealed that an understanding of the critical–humanistic nature of HPE within the New Zealand Curriculum may still elude many of them. Students who enter critically oriented PETE programs often do so with deeply held and difficult-to-change beliefs of teaching and learning. These belief structures may act as knowledge filters, and unless these are deliberately and coherently challenged, students may be prevented from viewing differing perspectives of HPE. Drawing on psychological (cognitive and social) and sociological (critical) notions of constructivism, the author argues for a more direct and abrupt confrontation of these beliefs through critically oriented PETE program content and pedagogy. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Asia-Pacific Journal of Health, Sport and Physical Education Taylor & Francis

Graduating physical education student teachers perceptions of a critically oriented HPE curriculum: (re)constructing constructivist frameworks in PETE

Graduating physical education student teachers perceptions of a critically oriented HPE curriculum: (re)constructing constructivist frameworks in PETE


Abstract

This study investigated the beliefs of a cohort of graduating Health and Physical Education (HPE) teachers regarding their understanding of the critically oriented HPE Curriculum in Aotearoa New Zealand. In this case study research, data were gathered through a survey questionnaire and a series of semi-structured interviews as the students neared completion of their Physical Education Teacher Education (PETE) program. Data analysis revealed that the PETE program may have had some impact on the students philosophical and pedagogical beliefs around HPE, however, further analysis revealed that an understanding of the critical–humanistic nature of HPE within the New Zealand Curriculum may still elude many of them. Students who enter critically oriented PETE programs often do so with deeply held and difficult-to-change beliefs of teaching and learning. These belief structures may act as knowledge filters, and unless these are deliberately and coherently challenged, students may be prevented from viewing differing perspectives of HPE. Drawing on psychological (cognitive and social) and sociological (critical) notions of constructivism, the author argues for a more direct and abrupt confrontation of these beliefs through critically oriented PETE program content and pedagogy.

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References (67)

Publisher
Taylor & Francis
Copyright
© 2017 Australian Council for Health, Physical Education and Recreation
ISSN
1837-7122
eISSN
1837-7130
DOI
10.1080/18377122.2017.1345285
Publisher site
See Article on Publisher Site

Abstract

This study investigated the beliefs of a cohort of graduating Health and Physical Education (HPE) teachers regarding their understanding of the critically oriented HPE Curriculum in Aotearoa New Zealand. In this case study research, data were gathered through a survey questionnaire and a series of semi-structured interviews as the students neared completion of their Physical Education Teacher Education (PETE) program. Data analysis revealed that the PETE program may have had some impact on the students philosophical and pedagogical beliefs around HPE, however, further analysis revealed that an understanding of the critical–humanistic nature of HPE within the New Zealand Curriculum may still elude many of them. Students who enter critically oriented PETE programs often do so with deeply held and difficult-to-change beliefs of teaching and learning. These belief structures may act as knowledge filters, and unless these are deliberately and coherently challenged, students may be prevented from viewing differing perspectives of HPE. Drawing on psychological (cognitive and social) and sociological (critical) notions of constructivism, the author argues for a more direct and abrupt confrontation of these beliefs through critically oriented PETE program content and pedagogy.

Journal

Asia-Pacific Journal of Health, Sport and Physical EducationTaylor & Francis

Published: Sep 2, 2017

Keywords: Physical education teacher education; critical pedagogy; critical constructivism

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