PHETE Students Perceptions of Autobiographical Narrative Inquiry

• In Event: AERA Roundtable Session 2
  In Roundtable Session: Whole of School Approaches and Teacher Preparation in Physical Education

Abstract

While definitions of social justice are nebulous, the phrase has become used frequently across the world in teacher education programs, including physical education teacher education programs (PETE). Critical theory frameworks have been helpful in encouraging pre-service teachers (PST’s) to conceptually challenge taken-for-granted beliefs around social justice issues, however, these frameworks often leave PST’s educated on the issues without actually having their own stories implicated within the issues. This narrative inquiry captures the experiences of 4 PETE PST’s engaged in autobiographical narrative inquiry as they came to acknowledge how they are situated within larger social justice issues such as race, class sexuality and gender. The process led to a greater sense of agency, implicating the PST’s in actionable ways forward

Authors

• Lee Mason Schaefer, University of Saskatchewan

• Doug Gleddie, University of Alberta

• Lauren Hennig, McGill University

• Andrew Bennie, Western Sydney University