Localizando a Criticidade Na Política: A Contínua Luta Por Justiça Social Na Agenda Da Educação Física Escolar

Hickey, Christopher; Mooney, Amanda; Alfrey, Laura

doi:10.22456/1982-8918.96231

Cited by 6 publications

(3 citation statements)

References 14 publications

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“…The ongoing development of critical interpretation and engagement with assessment must be enabled by teacher educators, researchers and school leaders. In doing so, advancing critical engagement in assessment can be achieved both through appropriate policy agendas, but also by ‘policy actors’ (Barnes, 2021; Hickey et al, 2022) who acknowledge the opportunities and challenges for a deeper critical engagement in assessment and how this can subsequently lead to improved student learning.…”

Section: Discussionmentioning

confidence: 99%

Teacher perspectives and experiences of assessment literacy in Victorian junior secondary schools

Brown,

Barnes,

Finefter-Rosenbluh

2023

Australian Journal of Education

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Teachers’ assessment practices are invariably related to their knowledge, skills, and beliefs or their assessment literacy. While teachers’ assessment literacy continues to gain attention, there is limited empirical research on the relationship between assessment literacy and teachers’ practices and beliefs, in particular junior secondary school teachers. Drawing from a larger project, this paper employs a synthesised conceptual framework on assessment literacy to interrogate the assessment practices of eight teachers. The findings reveal that teachers’ conceptual knowledge and their conceptions of assessment are influenced by government policies. Teachers acknowledged the importance of effectively interpreting and communicating assessment data in order to support student learning. Finally, the study found that the ways in which teachers meaningfully engaged students in the feedback process created opportunities for building assessment literacy in both teachers and students. This article highlights the gap in how teachers draw upon their conceptual knowledge and how that contextual knowledge allows them to enact assessment within their varied school contexts.

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Section: Discussionmentioning

confidence: 99%

Teacher perspectives and experiences of assessment literacy in Victorian junior secondary schools

Brown,

Barnes,

Finefter-Rosenbluh

2023

Australian Journal of Education

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“…Social justice has become a strong theme in physical education with many advocating for teachers to orient their physical education programs and practices towards teaching about and for social justice (Azzarito et al, 2017;Hickey et al, 2019;Philpot et al, 2021;Gerdin et al, 2022). Related to this is the concern that contemporary physical education reflects neoliberal practices that contribute to limiting young people's access to meaningful, holistic and empowering schooling experiences that lead to enhanced educational and wellbeing outcomes (Azzarito et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Perspectives on social justice when becoming a teacher-researcher in the practicum: insights from physical education teacher education

Sanches Neto,

Venâncio,

Corsino

et al. 2023

Front. Educ.

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Understanding the role teachers must play in fostering social justice is one of many tasks student teachers learn on practicum. This self-study is a collaborative endeavour between eight Brazilian teacher-researchers who work in multiple teaching positions and settings in different regions of the country. Our assumption within the broader research scope is that being a teacher-researcher has commonalities related to social justice whether teaching in K-12 schools or higher education. We have reconfigured a collaborative, four-stage methodological approach to practitioner research. In this paper, we investigate how one teacher-researcher and university professor – Luiz, the first author – has been transforming his practice towards social justice through the self-study of teacher education practices. His initial dilemma concerned his students’ practicum experiences. Through the prompting of his co-authors and critical friends, Luiz reflected on his decisions and assumptions. He presented his analysis to the group which generated the discussion which forms the basis of this paper. The contribution this paper makes is two-fold. One is to exemplify the rigorous method we used to generate alternative perspectives through self-study. The other is to explore the impact of deeply seated social injustices on our teacher education practices.

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“…New ideas, particularly around pedagogical practice, curriculum design and Physical Education Teacher Education (PETE), have recontextualised the field. These ideas have occurred through practical translations of critical pedagogies that attend to social, cultural and economic developments at large (Kirk, 2004;Hickey, Mooney & Alfrey, 2019).…”

Section: Introductionmentioning

confidence: 99%

A qualitative systematic review of critical pedagogy in Physical Education and Sport for Development: exploring a dialogical and critical future for Sport for Development pedagogy

Meir

2020

Sport, Education and Society

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This is the first systematic qualitative review to examine and organise the current body of research that addresses the practical application of critical pedagogy within Physical Education and Sport for Development. Following a rigorous systematic review process, this paper analyses critical pedagogy, social justice and social transformation through Freire's (1972) concept of dialogical and anti-dialogical action. The themes generated through the analysis of Physical Education were (1) the challenge of teaching social justice through dialogue and negotiation in Physical Education, (2) the challenge of using critical pedagogy to inform about social justice in Physical Education Teacher Education and (3) the challenge of applying critical pedagogy in Physical Education Teacher Education. The themes that were generated through the analysis for Sport for Development were (1) challenging dominant approaches towards pedagogy in Sport for Development and (2) the challenge of designing professional development in Sport for Development. The internationally relevant results explore the challenges faced in the implementation of critical pedagogy in both Physical Education and Sport for Development and critically analyse the capacity for future applications of critical pedagogy within Sport for Development. Findings suggest that social transformation in Sport for Development is more likely to be realised through a critical shift in curriculum and professional development that embraces dialogue, reflection, negotiation and collaboration.Further to this, developing pedagogy within a culture of social justice will enable Sport for Development organisations to further challenge their own values, attitudes and beliefs whilst critically exploring the wider social implications of their practice.

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Localizando a Criticidade Na Política: A Contínua Luta Por Justiça Social Na Agenda Da Educação Física Escolar

Cited by 6 publications

References 14 publications

Teacher perspectives and experiences of assessment literacy in Victorian junior secondary schools

Teacher perspectives and experiences of assessment literacy in Victorian junior secondary schools

Perspectives on social justice when becoming a teacher-researcher in the practicum: insights from physical education teacher education

A qualitative systematic review of critical pedagogy in Physical Education and Sport for Development: exploring a dialogical and critical future for Sport for Development pedagogy

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