Lived Body Knowledge: Disciplinary Knowledge for Preservice Physical Education Teachers

Abstract

The American Kinesiology Association has constructed an undergraduate core for degree programs that reside in kinesiology-based academic units. Since many Physical Education Teacher Education programs are housed in such units, there is a need to prioritize the areas of the undergraduate core, particularly the place of the scientific dimensions of physical activity and the practice of physical activity, in Physical Education Teacher Education curricula. Maurice Merleau-Ponty’s philosophy of the lived body is employed to (a) challenge the predominant inclusion of the scientific dimensions of physical activity in teacher preparation curricula and (b) suggest that preservice physical education teachers need “lived body knowledge” of the subject matter to teach physical education. Lived body knowledge is skillful and meaningful engagement in dance, exercise, games, play, and/or sport. It is then argued that the practice of physical activity deserves a significant presence in Physical Education Teacher Education curricula

Professional identity among student teachers of physical education: the role of physicality

“…PE teachers' identities can be strongly based on the ability to participate in and demonstrate various skills (see Fisette 2015;Wrench and Garrett 2015), and pupils can perceive these abilities as giving PE teachers credibility (Ramos and McCullick 2015). It is rightly argued that PE teachers should have personal engagement with different sports, not only theoretical knowledge (Johnson 2015). However, a professional identity based on a performing body is very vulnerable to, for example, injuries, which can lead to professional crises and renegotiation of professional identities (Fisette 2015).…”

Contraste Motivacional en Educación Física en Función Del Gasto Calórico

“…Como indican Freire y Miranda (2014), si pretendemos que la EF escolar adquiera una visión positiva desde la comunidad educativa, tenemos que empezar por preguntarnos qué sentido crítico le damos a los contenidos para que verdaderamente supongan avance y aprendizaje. Johnson (2015) indica que uno de los factores más determinantes para que esto suceda es la coordinación del profesorado en tres sentidos: a) delimitar el enfoque de EF con el se quiere trabajar; b) secuenciar los contenidos coherentemente a lo largo del curso y c) utilizar la evaluación como medio de aprendizaje y no únicamente con un fin calificador.…”

“Dedícate a Otra Cosa”: Estudio Autobiográfico del Desarrollo Profesional de un Docente Universitario de Educación Física

“…Son diversas las posibilidades que surgen a la hora de investigar la evolución del ámbito profesional de EF desde la formación inicial del profesorado, ya que son múltiples los enfoques existentes y muy cambiante la legislación y requisitos que regulan el acceso a esta profesión en sus distintos niveles (Johnson, 2015). Sin embargo, es fundamental reflexionar de manera argumentada y crítica sobre las experiencias vivenciadas por el docente de EF a lo largo de su formación y trayectoria profesional, ya que es la única manera de comprobar sus avances, recordar sus incertidumbres y valorar su capacidad de adaptación a diferentes contextos.…”