Luiza Lana Gonçalves
Datos Biográficos
| ID | 1497174 |
|---|---|
| NOMBRE | Luiza Lana Gonçalves |
| NOMBRES | Luiza Lana |
| APELLIDO | Gonçalves |
| FIRMA | GONÇALVES L L |
| AFILIACIONES | Federation University |
| ORCID | 0000-0003-4140-2463 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAS | 4 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2014 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Physical education in rural schools
While research on rural education has increased over the last decade, the focus on physical education (PE) in this body of knowledge is limited. The purpose of this scoping review was twofold: (1) to offer an overview of the international research on PE in rural schools, and (2) to discuss and analyse the existing body of literature on rural PE. Specifically, we explored the question: what do we know about PE in rural schools? The present review …
Reimagining school-university partnerships in physical education
Background: An established body of research illuminates the benefits of school-university partnerships as opportunities for teachers’ professional development. Concomitantly, studies highlight power imbalances between schools and universities, challenges may form from the hierarchical structures within those partnerships. Consequently, it remains necessary to consider partnerships that foster democratic and collective agency amongst all actors in…
Enacting democratisation of health and physical education teacher education
Enacting democratisation of health and physical education teacher education: examining two teacher educators’ experiences
Becoming activist teacher educators
Since the late 20th century, school–university partnerships have been promoted as collaborative efforts in teacher education. Traditionally, in such partnerships, university teacher educators oversaw cooperating teachers who supervised pre-service teachers (PSTs) in a hierarchical structure. In parallel with a growing movement for teacher educators to adopt activist roles challenging societal oppressions, recent shifts have recognised cooperating…
Hermanas in dialogue
In the landscape of a multicultural society, this paper explores the absence of diversity in Australian Health and Physical Education Teacher Education (HPETE): a prevailing White profession. This study delves into the complex and non-linear narratives of silenced voices, shedding light on the urgent need to investigate the experiences of non-White (female) HPETE scholars with English as an additional language. The paper aims to explore the inter…
Tensions in enacting democratic approaches in physical education teacher education
Despite the long history of the idea of democratic education, the articulation of how teacher educators enact democratic practices remains elusive. The purpose of this research was to examine how we understand and enact democratic principles in our physical education teacher education (PETE) practices. Self-Study of Teacher Education Practices (S-STEP) methodology was used in this 18-month project. Four physical education teacher educators from d…
‘We united to defend ourselves and face our struggles’
Background: Physical Education (PE) teachers around the world often struggle with different experiences of precarity such as job insecurity, high workloads, lack of infrastructure in schools, and others. Communities of practice (CoP) are recognised as an important democratic strategy for teachers’ continuing professional development (CPD). A democratic CoP seeks to promote spaces where teachers can empower themselves by taking risks and collectiv…
Learning communities and physical education professional development
Learning communities (LCs) in a variety of formats are touted as an effective strategy for continuing professional development (CPD) in physical education. This study’s purpose was to provide an overview of the research on LCs in physical education for professional development between 1990 and 2020. A scoping review undergirded the research process and search parameters included full-text empirical studies in 12 languages. Ultimately 95 studies w…
The facilitator’s role in supporting physical education teachers’ empowerment in a professional learning community
Physical education (PE) researchers demonstrate the benefits of collaborative continuing professional development (CPD) through the cultivation of professional learning communities (PLCs). Furthermore, this body of research reflects teachers' empowerment as a current concern in the literature about PLCs. Although the importance of teachers' empowerment in PLCs is recognised, there is much to learn about the facilitator's actions to create spaces …
Reflexões Sobre Corporeidade No Contexto Da Educação Integral
Ao se problematizar o paradigma cartesiano, o corpo tem sido objeto de atenção no campo educacional; e, no cenário atual que acena para a ampliação da jornada escolar, esta é uma questão pertinente. Este artigo, de cunho bibliográfico, tem como propósito contribuir com esse debate ao buscar, na proposição de corporeidade proposta por Merleau-Ponty, elementos para analisar a concepção de corpo presente nos movimentos de educação integral no país e…
Corporeidade E Educação Integral
Com o objetivo de analisar a concepção de corpo dos educadores da Escola em Tempo Integral de Governador Valadares – MG, esta pesquisa de abordagem fenomenológica, utilizou a Técnica de Elaboração e Análise de Unidades de Significados para analisar a resposta dos nove sujeitos participantes. Como resultado, foi descoberto que 56% entendem que o corpo é a parte física, vendo-o como objeto. E ainda, o corpo dos alunos deve ser trabalhado somente co…
The facilitator’s role in supporting physical education teachers’ empowerment in a professional learning community
Physical education (PE) researchers demonstrate the benefits of collaborative continuing professional development (CPD) through the cultivation of professional learning communities (PLCs). Furthermore, this body of research reflects teachers' empowerment as a current concern in the literature about PLCs. Although the importance of teachers' empowerment in PLCs is recognised, there is much to learn about the facilitator's actions to create spaces …
Becoming activist teacher educators
Since the late 20th century, school–university partnerships have been promoted as collaborative efforts in teacher education. Traditionally, in such partnerships, university teacher educators oversaw cooperating teachers who supervised pre-service teachers (PSTs) in a hierarchical structure. In parallel with a growing movement for teacher educators to adopt activist roles challenging societal oppressions, recent shifts have recognised cooperating…
Corporeidade E Educação Integral
Com o objetivo de analisar a concepção de corpo dos educadores da Escola em Tempo Integral de Governador Valadares – MG, esta pesquisa de abordagem fenomenológica, utilizou a Técnica de Elaboração e Análise de Unidades de Significados para analisar a resposta dos nove sujeitos participantes. Como resultado, foi descoberto que 56% entendem que o corpo é a parte física, vendo-o como objeto. E ainda, o corpo dos alunos deve ser trabalhado somente co…
Reflexões Sobre Corporeidade No Contexto Da Educação Integral
Ao se problematizar o paradigma cartesiano, o corpo tem sido objeto de atenção no campo educacional; e, no cenário atual que acena para a ampliação da jornada escolar, esta é uma questão pertinente. Este artigo, de cunho bibliográfico, tem como propósito contribuir com esse debate ao buscar, na proposição de corporeidade proposta por Merleau-Ponty, elementos para analisar a concepção de corpo presente nos movimentos de educação integral no país e…
The facilitator’s role in supporting physical education teachers’ empowerment in a professional learning community
Physical education (PE) researchers demonstrate the benefits of collaborative continuing professional development (CPD) through the cultivation of professional learning communities (PLCs). Furthermore, this body of research reflects teachers' empowerment as a current concern in the literature about PLCs. Although the importance of teachers' empowerment in PLCs is recognised, there is much to learn about the facilitator's actions to create spaces …
‘We united to defend ourselves and face our struggles’
Background: Physical Education (PE) teachers around the world often struggle with different experiences of precarity such as job insecurity, high workloads, lack of infrastructure in schools, and others. Communities of practice (CoP) are recognised as an important democratic strategy for teachers’ continuing professional development (CPD). A democratic CoP seeks to promote spaces where teachers can empower themselves by taking risks and collectiv…
Learning communities and physical education professional development
Learning communities (LCs) in a variety of formats are touted as an effective strategy for continuing professional development (CPD) in physical education. This study’s purpose was to provide an overview of the research on LCs in physical education for professional development between 1990 and 2020. A scoping review undergirded the research process and search parameters included full-text empirical studies in 12 languages. Ultimately 95 studies w…
Reimagining school-university partnerships in physical education
Background: An established body of research illuminates the benefits of school-university partnerships as opportunities for teachers’ professional development. Concomitantly, studies highlight power imbalances between schools and universities, challenges may form from the hierarchical structures within those partnerships. Consequently, it remains necessary to consider partnerships that foster democratic and collective agency amongst all actors in…
Enacting democratisation of health and physical education teacher education
Enacting democratisation of health and physical education teacher education: examining two teacher educators’ experiences
Becoming activist teacher educators
Since the late 20th century, school–university partnerships have been promoted as collaborative efforts in teacher education. Traditionally, in such partnerships, university teacher educators oversaw cooperating teachers who supervised pre-service teachers (PSTs) in a hierarchical structure. In parallel with a growing movement for teacher educators to adopt activist roles challenging societal oppressions, recent shifts have recognised cooperating…
Hermanas in dialogue
In the landscape of a multicultural society, this paper explores the absence of diversity in Australian Health and Physical Education Teacher Education (HPETE): a prevailing White profession. This study delves into the complex and non-linear narratives of silenced voices, shedding light on the urgent need to investigate the experiences of non-White (female) HPETE scholars with English as an additional language. The paper aims to explore the inter…
Tensions in enacting democratic approaches in physical education teacher education
Despite the long history of the idea of democratic education, the articulation of how teacher educators enact democratic practices remains elusive. The purpose of this research was to examine how we understand and enact democratic principles in our physical education teacher education (PETE) practices. Self-Study of Teacher Education Practices (S-STEP) methodology was used in this 18-month project. Four physical education teacher educators from d…
Physical education in rural schools
While research on rural education has increased over the last decade, the focus on physical education (PE) in this body of knowledge is limited. The purpose of this scoping review was twofold: (1) to offer an overview of the international research on PE in rural schools, and (2) to discuss and analyse the existing body of literature on rural PE. Specifically, we explored the question: what do we know about PE in rural schools? The present review …
Physical Education and Pedagogy (9 obras) · Pedagogy (8 obras) · Sociology (8 obras) · Psychology (7 obras) · Inclusion and Disability in Education and Sport (6 obras) · Physical education (6 obras) · Political science (6 obras) · Qualitative research (4 obras) · Democracy (3 obras) · Mathematics education (3 obras)