女同性恋者、厌食症患者、残疾人和大块头:女体育老师的其他方式

IF 1.9 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Gustavo González-Calvo, Valeria Varea
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引用次数: 0

摘要

研究表明,体育教育(PE)是一个白人,男性和有能力的身体主导的职业,特别是在西班牙。当一些与自己的身体和运动能力关系不好的女性职前体育教师报名参加这样的学位时,一些问题关系就暴露出来了。本研究的参与者为四名女性职前教师,她们分别自认为是女同性恋者、厌食症者、视障者和大块头。通过参与者制作的文本、图形表示和访谈收集数据。然后,作者将参与者的故事以叙事的形式呈现出来。体现规范批判性的概念工具帮助我们强调了对自己的信仰、过去的经验和理解进行批判性反思的重要性,以及它们对体育教学实践的影响。这项研究有助于推动对体育教师应该是什么或看起来像什么的刻板印象的改变,并以这种方式强调了体育教师信念和理解多样化的巨大好处。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Lesbian, anorexic, disabled, and big: other ways of being a female physical education teacher
Research has shown that Physical Education (PE) is a white, male, and able body-dominated profession, particularly in Spain. When some female pre-service PE teachers, who had a difficult relationship with their bodies and sports abilities, enrol in such a degree, some of these problematic relations come to light. Participants for this study were four female pre-service teachers who self-identified as lesbian, anorexic, visually impaired, and big respectively. Data were collected through participant-produced texts, graphical representations, and interviews. The authors then reconstructed the participants’ stories which are presented in the form of narratives. The conceptual tool of embodying norm-criticality helped us to highlight the importance of critical reflection about own beliefs, past experiences and understandings, and their influence on pedagogical practices in PE. This study contributes to the push towards a change of the stereotypical beliefs of what a PE teacher should be or look like, and in this way, emphasises the vast benefits of diversifying PE teachers’ beliefs and understandings.
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来源期刊
Teachers and Teaching
Teachers and Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.20
自引率
7.40%
发文量
71
期刊介绍: Teachers and Teaching: theory and practice provides an international focal point for the publication of research on teachers and teaching, in particular on teacher thinking. It offers a means of communication and dissemination of completed research and research in progress, whilst also providing a forum for debate between researchers. This unique journal draws together qualitative and quantitative research from different countries and cultures which focus on the social, political and historical contexts of teaching as work. It includes theoretical reflections on the connections between theory and practice in teachers" work and other research of professional interest.
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