Using Narrative as a Tool to Locate and Challenge Pre Service Teacher Bodies in Health and Physical Education

A Simulation Pedagogical Approach to Engaging Generalist Pre-service Teachers in Physical Education Online: The GoPro Trial 1.0

“…Narrative research has been commonly used in studies of educational practices (Connelly & Clandinin, 1990) enabling methods of self discovery and knowing in PE PST education (McMahon & Penney, 2013). Narrative was the selected methodology for this research as it illustrates the PSTs' perceptions and enables the audience to access responses as they naturally occur.…”

The Lived and Living Bodies of Two Health and Physical Education Tertiary Educators: How Embodied Consciousness Highlighted the Importance of their Bodies in their Teaching Practice in HPE

“…McMahon & Penney (2013) describe the living body as a subconscious enactment of embodied experience -that of the lived body. Mol and Law (2004) provide insight into the living body saying, "we are our body, as part of our daily practices, and we also do our bodies, in practice, we enact them" (Mol & Law, 2004, p. 4).…”

“…The first investigation (McMahon & Penney, 2013) focussed on how pre-service teachers' 'lived' bodies might be influencing their 'living' bodies in HPE and how narrative might be used as a tool for locating, challenging, shifting and/or adopting their embodied experiences. This research revealed that pre service teachers' embodied experiences were being played out through their living bodies in the present day in relation to their thoughts about teaching HPE and their ideas of how HPE should be taught.…”

“…Thus, the pre service teachers' living bodies were a site where lived experience was being perpetuated, specifically experiences and pedagogy in relation to HPE were being recycled. While the first investigation was concerned with the bodies of pre-service teachers (McMahon & Penney, 2013), this investigation focuses on the bodies of two HPE tertiary educators, in particular whether their embodied experiences are impacting upon their everyday teaching body and practice. Accordingly, we draw on some of the same key literature on the body however different perspectives are offered and conclusions found.…”

Líneas pedagógicas para una Educación Corporal

“…Aunque a lo largo de la historia hay una preponderancia por las ideas del cuerpo, desde el siglo XX hay una pluralidad en las concepciones de "cuerpo": cuerpo/ alma, cuerpo/mente, cuerpo/máquina, cuerpo/órgano, cuerpo/objeto, cuerpo/sujeto, cuerpo/persona, entre otros. En este contexto, se encuentran estudios sobre las pedagogías performativas en escenarios escolarizados (PERRY; MEDINA, 2011), pedagogías del cuerpo simbólico (PLANELLA, 2005;EDDY, 2006;GARRETT;WRENCH, 2012;GARCÍA, 2013;GALLO, 2014;CASTRO, 2014); pedagogías y experiencias corporales HUNTLY, 2013;JONES, 2013;BENZER, 2012); pedagogías del cuerpo en procesos de enseñanza y aprendizaje PENNEY, 2013;HOPWOOD;PAULSON, 2012;PROBYN, 2004;HUGHES-DECATUR, 2011) y pedagogía de las afecciones (FARINA, 2013) que problematizan la educación técnica del cuerpo, el cuerpo-frankestein, discuten con el disciplinamiento de los cuerpos, ponen el cuerpo como categoría perceptiva, se ocupan de lo sensible, de prácticas corporales estéticas, de experiencias que tienen su sustrato en la propia corporalidad, se pone el cuerpo en el lugar del aprendizaje y se lo constituye en una instancia fundamental para la educación.…”