Learning to be researchers in physical education and sport pedagogy: the perspectives of doctoral students and early career researchers

Stylianou, Michalis; Enright, Eimear; Hogan, Anna

doi:10.1080/13573322.2016.1244665

Cited by 17 publications

(22 citation statements)

References 20 publications

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“…Working in research teams was seen as key to sharing the research workload, filling skills gaps and easing time pressures. The fact that graduate students were crucial members of such teams is encouraging given evidence from both our data and the literature (Stylianou et al, 2017) of how important experiential learning is for the professional learning of researchers at all career stages.…”

Section: Concluding Thoughtssupporting

confidence: 52%

“…A special issue looking at physical education teacher education doctoral programmes in the US highlighted the need for doctoral students to engage early in the research process and gain skills which will allow them to cross disciplinary boundaries in their research work (van der Mars, 2011;Ward, Parker, Sutherland, & Sinclair, 2011). Focusing on doctoral students and early career academics in field of sport pedagogy in Australia and New Zealand, Stylianou, Enright, and Hogan (2017) found that much learning related to research skills often occurs through self-directed practice and that working in isolation is common, such that opportunities to network and form peer relationships beyond the field become important sources of support.…”

Section: Introductionmentioning

confidence: 99%

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Research lives of physical education teacher educators

McEvoy

MacPhail

Heikinaro-Johansson

2017

Curriculum Studies in Health and Physical Education

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This paper aims to provide insights into the research worlds of an international group of mid-and latecareer physical education teacher educators. Specifically, it explores participants' motives for research engagement and choices, and investigates what challenges and facilitates their research efforts. Two rounds of individual in-depth semi-structured interviews were conducted with 14 physical education teacher educators across seven countries. Findings point to a distinction between research motives. Embarking on formal theses or specific funded projects was often motivated by practical and contextual drivers, such as job requirements or a wish for promotion, and was associated with feelings of frustration and stress. Motives for engaging in research in general, on the other hand, tended to be more personal or altruistic and elicited feelings such as enjoyment and passion. Time constraints, skill gaps and language barriers were all seen as challenges to research endeavours, while learning through doing, seeing and reading, and collaboration with others were seen as the main facilitators.

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Section: Concluding Thoughtssupporting

confidence: 52%

Section: Introductionmentioning

confidence: 99%

Research lives of physical education teacher educators

McEvoy

MacPhail

Heikinaro-Johansson

2017

Curriculum Studies in Health and Physical Education

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“…Similar to the other papers in this special issue (Barker, 2016;Casey & Fletcher, 2016;Hartung et al, 2016;McLachlan, 2016;Stylianou, Enright, & Hogan, 2016), our primary aim is to contribute to the emerging body of knowledge related to being and becoming an academic in PESP.…”

Section: Eca Experiences In Pespmentioning

confidence: 99%

Letters from Early Career Academics: the Physical Education and Sport Pedagogy field of play

Alfrey

Enright

Rynne

2016

Sport, Education and Society

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Taking our lead from Rainer Maria Rilke's (1929) 'Letters to a Young Poet', our broader project aimed to create a space for dialogue and intergenerational learning between Physical Education and Sport Pedagogy (PESP) Early Career Academics (ECAs) and members of the PESP professoriate. This paper focuses specifically on the experiences of PESP ECAs. We draw upon narratives of thirty ECAs from nine different countries to gain insight into the experiences, joys, challenges and ambitions they associate with being and becoming a PESP academic. A narrative analysis of the data generated by the ECAs was undertaken. The analysis aimed to be holistic in nature, interested in form and content: both the told (the content) and the telling (how it was told). We initially focused our analysis using the six dimensions of narrative (characters, setting, events, audience, causal relations and themes). Bourdieu's socio-analytical toolkit complemented our narrative analysis and helped us move beyond the personal narratives by linking them to the broader social practices, relations and structures of the various settings or fields (PESP, university, family) within which the participants function. The findings suggest that many ECAs are experiencing crises of habitus, as they work to suppress ethical dispositions and values and adjust to 'the rules' that universities increasingly play by. Our discussion engages with the affective costs of playing by these rules, and recruits Bourdieu's notion of 'reflexive vigilance' to advocate for ongoing critical analysis of how power operates in the various field which academics inhabit.

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“…The decline of my body is interwoven with my search for an improved academic career and professional growth. It is perhaps my masculinity together with some sense of competition already existent in the field of PE [42,73,74] and in the university sector [75][76][77] that makes me willing to improve my career and my research, even more so now that my motor skills are compromised. However, this motivation is not to be better than others or to progress in the higher education system; it is more about reinforcing my self-esteem and considering myself competent in other aspects of my life.…”

Section: Narratives Of Restitution: Damn It Now That I Am a Fathermentioning

confidence: 99%

A Turning Point as an Opportunity to (Re)Think and Give a Voice to One’s Own Body

González-Calvo

Varea

2019

Societies

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This article explores the intersectionalities of masculinity, fatherhood, and physical activity in relation to a Physical Education teacher who has been diagnosed with an illness. In so doing, we draw on autobiographical narratives to delve into how embodied subjectivities are constructed to advance knowledge on a new embodied way of being a man and a PE teacher that can be accepted and embraced. The results are organised into three main themes: (1) narratives of continuation: the “before” of chronic illness; (2) narratives of disruption: back pain and temporary physical disability; and (3) restitution narratives: damn it, now that I am a father. The results suggest that narratives such as those presented in this article contribute to the continuously changing process of life projects and that illness can assist in redefining and reconstituting the persona of a PE teacher.

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Learning to be researchers in physical education and sport pedagogy: the perspectives of doctoral students and early career researchers

Cited by 17 publications

References 20 publications

Research lives of physical education teacher educators

Research lives of physical education teacher educators

Letters from Early Career Academics: the Physical Education and Sport Pedagogy field of play

A Turning Point as an Opportunity to (Re)Think and Give a Voice to One’s Own Body

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