Social processes of health and physical education teachers’ identity formation: Reproducing and changing culture
Sirna, K., Tinning, R., & Rossi, T. (2010) Social processes of health and physical education teachers’ identity formation: Reproducing and changing culture. British Journal of Sociology of Education, 31(1), pp. 71-84.
This paper examines Initial Teacher Education students’ experiences of participation in health and physical education (HPE) subject department offices and the impact on their understandings and identity formation. Pierre Bourdieu’s concepts of habitus, field, and practice along with Wenger’s communities of practice form the theoretical frame used in the paper. Data were collected using surveys and interviews with student‐teachers following their teaching practicum and analysed using coding and constant comparison. Emergent themes revealed students’ participation in masculine‐dominated sports, gendered body constructions, and repertoires of masculine domination. Findings are discussed in relation to their impact on student‐teachers’ learning, identity formation, and marginalizing practices in the department offices. Implications for teacher education and HPE are explored.
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|Item Type:||Journal Article|
|Keywords:||identities, Physical education, Teacher education|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Health
Current > Institutes > Institute of Health and Biomedical Innovation
Current > Schools > School of Exercise & Nutrition Sciences
|Deposited On:||21 Mar 2016 03:48|
|Last Modified:||22 Mar 2016 03:59|
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