The (im)possibilities of praxis in online health and physical education teacher education

Abstract

Over the past three decades, a body of research has highlighted the benefits and challenges of what might collectively be referred to as critical pedagogical approaches to Health and Physical Education Teacher Education (HPETE). This research shows that praxis facilitated through critical pedagogies can challenge dominant accountability regimes in HPETE, by animating the discourse of democracy and interrogating and denaturalizing the conditions of oppression. The aim of this study was to explore the (im)possibilities of praxis when the lead author attempted to transition to online teaching. Theoretically, we are guided by the work of bell hooks, and specifically her ‘engaged pedagogy’. Participatory action research framed this study. Participants included the lead author (a teacher educator), a critical friend, and two additional teacher educators. Data collected included: (a) lead researcher observations; (b) collaborative group meetings between the lead author and the two other teacher educators; (c) meetings between the lead author and the critical friend; (d) teacher educator focus group; and (e) artefacts. Findings are discussed under two themes. First, building relationships as a foundation to cultivating a learning community; this theme relates to the challenges and facilitators to getting to know our ‘faceless students’ and building an interactive relationship with them in an online environment. The second theme constructed from the data was commitment to a process of self-actualization that promotes teachers’ and students’ wellbeing; under this theme we describe and interrogate how mutual participation, vulnerability and risk taking were cultivated in challenging university and pedagogical contexts.

Teaching online Physical Education during social distancing using Google Sites

“…The pandemic situation raises doubt on the nature of PE in itself (LUGUETTI et al, 2021). Teaching online PE became a challenge independently of the teaching approach, however, to teach PE with a critical teaching approach has been even challenger.…”

“…Education is dynamic and needs continuous adaptations (LARRIVEE, 2000). The continuing outbreaks of the respiratory disease covid-19 (FAUCI; LANE; REDFIELD, 2020) have changed the meaning and the way education happens around the world (LUGUETTI et al, 2021). The catch-cry for many governments became one of "lowering the curve" as the focus fell on the need to limit the potential impact on health systems by reducing the rate of community transmission through person-toperson contact.…”

“…Teachers can gain important insights related to their teaching during this combination of online learning and social distancing. Teachers have struggled when using technologies in different ways in their teaching journey (LUGUETTI et al, 2021). This is not exactly new as a lack of research in the area of pedagogical approaches teaching PE linked with digital technology is known before the pandemic situation (CASEY; JONES, 2011;TEARLE;GOLDER, 2008).…”

Online teaching and learning in physical education teacher education: A mixed studies review of literature

“…Luguetti et al (2021: 18) contend that ‘while the COVID-19 pandemic will hopefully resolve, online teaching will stay, and thus, scholars in our field should continue exploring the (im)possibilities of translating HPETE [Health and Physical Education Teacher Education] and HPE [Health and Physical Education] pedagogies online’. The experiential nature of teaching and learning in PETE (and associated pedagogies) is often seen as compromised in the shift to the online space (O'Brien et al, 2020).…”

“…The experiential nature of teaching and learning in PETE (and associated pedagogies) is often seen as compromised in the shift to the online space (O'Brien et al, 2020). Teacher educators note the challenges of ‘teaching students without faces’ (p. 10) and that attempts to foster an online eLearning community may be hampered by teacher educators’ unfamiliarity with digital technology (Luguetti et al, 2021). These issues, alongside other issues arising from the shift to online learning, may be seen as a ‘grand challenge’ (MacPhail and Lawson, 2020).…”