Teacher Educators’ Views about Social Justice Pedagogies in Physical Education Teacher Education

Abstract

The purpose of this study was to analyze PETE teacher educators" views about the application of concepts and content reflecting social justice pedagogies in preparing teacher candidates. Participants were eight PETE teacher educators from five universities in the Northeastern region of the United States. The research paradigm was qualitative descriptive using a multisite interview design (Gay, 1996) positioned in the theoretical orientations of cultural responsiveness and relevancy in teaching (Gay, 2000;Ladson-Billings, 1992). The primary data source was interviewing. Interview data were analyzed with constant comparative method (Merriam, 1998). The following thematic clusters were extracted from the data: (a) views about student difference, (b) neglects, fears, and uncertainties, and (c) strategies approaching cultural responsiveness. These interrelated thematic clusters had influence on the educators' praxis. Moreover, their views ranged from ethnocentric to transitional toward cultural awareness and had salient influence. The findings and recommendations are discussed.

Ethnolinguistically Relevant Pedagogy: Empowering English Language Learners in Physical Education

“…This calls for (a) a more aggressive recruitment of culturally and linguistically diverse (CLD) teachers and professionals into higher education (Burden, Hodge, O'Bryant, & Harrison, 2004) and (b) the infusion of ethnorelative 11 approaches into teacher education programs in the preparation of teachers (Columna, Foley, & Lytle, 2010). This advocacy is supported by empirical studies that reaffirm the importance of recruiting and retaining teachers from diverse cultures (e.g., African American and Hispanic) to better reflect the increasing diversity of today's schools (Burden, Hodge, & Harrison, 2012;Columna et al, 2010;Harrison, Carson, & Burden, 2010). DeSensi (1995) introduced the concepts of ethnocentric and ethnorelativistic perspectives within the physical education literature.…”

African American pre-service physical education teachers’ learning about aquatic courses

“…Based on the pre-service teachers’ interpretations of their aquatic experiences, we suggest that PETE programmes be mindful of implementing courses that accommodate the varying needs of individual aquatic competency (Sato et al, 2015). In order to better prepare pre-service teachers, aquatic courses should be used as a part of core requirements of their programmes of study, and they should be infused with culturally relevant content and social justice concepts (Burden et al, 2012).…”

Elementary physical educators’ positioning in teaching English language learners

“…We need to consider how school districts and PE teacher education programmes collaborate and offer professional development opportunities that can help PE teachers overcome challenging instructional situations. Burden and colleagues (2012) assert that school districts’ advocacy of social justice and diversity could potentially increase teachers’ cultural awareness, understanding, and pedagogical competence of ELLs. In future research, we must observe their teaching and professional experiences after they receive professional development workshops of how PE teachers instruct ELL students.…”

“…Many teachers display a mismatch with ELLs in terms of cultural understanding (Erickson, 2001), because they have different views and perceptions about diversity, social justice, and sociocultural issues in PE (Flory and Walton-Fisette, 2015). Burden et al (2012) and Sato et al (2013) assert that in order for PE teachers to engage in culturally relevant pedagogy, teachers must be prepared on five dimensions— attitudes, learning, climate, curriculum, and family involvement—through effective intercultural communication and the infusion of social justice content and concepts into the curriculum. Unfortunately, these five dimensions are minimally taught, if at all, in PE programmes (Burden et al, 2012).…”

“…Burden et al (2012) and Sato et al (2013) assert that in order for PE teachers to engage in culturally relevant pedagogy, teachers must be prepared on five dimensions— attitudes, learning, climate, curriculum, and family involvement—through effective intercultural communication and the infusion of social justice content and concepts into the curriculum. Unfortunately, these five dimensions are minimally taught, if at all, in PE programmes (Burden et al, 2012). Due to this lack of content knowledge on culturally relevant pedagogy, there has been a prevalent concern that ELLs are not always served well by the public school system (McGlynn, 2009).…”