Developing and Articulating Pedagogies for Meaning-Making in Physical Education Teacher Education

• In Event: 14.044 - Roundtable Session 2
  In Roundtable Session: 14.044-19 - Articulating Students' Perspectives, Meaning-Making, and Pedagogical Cultural Differences

Abstract

This paper shares our experiences of developing and implementing an approach to PETE based on meaning-making. While several studies report how participants make meaning in PE, few empirical studies explicitly describe pedagogies that support meaning-making. We used collaborative self-study to describe and interpret the pedagogies we used to teach about meaning-making in PETE. Data came from reflective journal entries, emails, Skype conversations, and classroom observations. We discuss two main pedagogical approaches we used to teach about meaning-making in PETE: the need to be explicit in describing meaning-making, and focusing on student teachers locating personal meaning in physical activity pedagogical situations. We pay particular attention to the challenges and problematic elements of these pedagogies, and consider avenues for further research.

Authors

• Deirdre Ni Chroinin, Mary Immaculate College

• Tim Fletcher, Brock University

• Mary O'Sullivan, University of limerick