Graduating physical education student teachers perceptions of a critically oriented HPE curriculum: (re)constructing constructivist frameworks in PETE

Abstract

ABSTRACT This study investigated the beliefs of a cohort of graduating Health and Physical Education (HPE) teachers regarding their understanding of the critically oriented HPE Curriculum in Aotearoa New Zealand. In this case study research, data were gathered through a survey questionnaire and a series of semi-structured interviews as the students neared completion of their Physical Education Teacher Education (PETE) program. Data analysis revealed that the PETE program may have had some impact on the students philosophical and pedagogical beliefs around HPE, however, further analysis revealed that an understanding of the critical–humanistic nature of HPE within the New Zealand Curriculum may still elude many of them. Students who enter critically oriented PETE programs often do so with deeply held and difficult-to-change beliefs of teaching and learning. These belief structures may act as knowledge filters, and unless these are deliberately and coherently challenged, students may be prevented from viewing differing perspectives of HPE. Drawing on psychological (cognitive and social) and sociological (critical) notions of constructivism, the author argues for a more direct and abrupt confrontation of these beliefs through critically oriented PETE program content and pedagogy.