Kirsten Petrie
Datos Biográficos
| ID | 5748479 |
|---|---|
| NOMBRE | Kirsten Petrie |
| NOMBRES | Kirsten |
| APELLIDO | Petrie |
| FIRMA | PETRIE K |
| AFILIACIONES | University of Waikato |
| ORCID | 0000-0001-8872-4780 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 24 |
| OBRAS COMO AUTOR | 13 |
| OBRAS COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2010 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 3 |
Learning sport
Background Generally, understandings of learning have predominantly been framed as knowledge transfer from the coach to the learner, and when there are discussions of learning the focus tends to be on coaches and coaching. As a consequence, learning has had little direct attention, so here the focus is on learning sport.Purpose This article presents a site-ontological practice theory perspective on learning sport, extending beyond traditional epi…
Middle leaders' identity–practice framings
This paper presents an examination of identity in and as practice as it relates to a group of educational practitioners known as middle leaders. Drawing on the theory of practice architectures as a site‐ontological approach for conceptualising educational leading, the paper considers an individual's identity as being informed by, and accomplished amidst, the sayings, doings and relatings of practice. Although theorising the connections between id…
Acknowledging, negotiating, and reporting ‘uncomfortable truths’ in action research
Critical action research is a praxis-oriented professional learning practice. Such practice requires a move beyond viewing action research as simply a technical or practical method for teacher development; instead, it strives for critical and participatory research. When action research is reduced to a technicist process for professional learning, there is a tendency for valorising reported findings, so seemingly ‘celebratory’ stories emerge. Yet…
‘Cripping’ care in disability sport
In this article we combine the fields of critical disability studies and the sociology of sport to disrupt and extend current understandings of athlete welfare and care. A focus on athlete welfare is producing heightened awareness of the need for institutional, structural and personal support for athletes. Notions of ‘care’ are proliferating in sport discourse, with sport organisations routinely described as having a ‘duty of care’ towards athlet…
Practising educational leading ‘in’ and ‘from’ the middle
In this paper, a site ontological approach to practice seeks to understand how educational development can be accomplished through the practices of ‘middle leaders’ - educators who exercise their leading ‘between’ the principal and the teaching staff. Analysis of two vignettes of leading in extraordinary circumstances untangles the web of interrelationships, conditions and practices that comprise middle leading in schools. The discussion focuses …
Pedagogy, Education, and Praxis in Critical Times
Introduction to Special Issue on Primary Physical Education
Physical education’ in early childhood education
Children’s physical education in early childhood settings has always been underpinned by an emphasis on play. This is viewed as foundational for child development (movement education, cognitive growth, socialising functions, emotional development). However, where priorities about childhood obesity prevail, increased ‘prevention’ efforts have become targeted at primary and pre-school-aged children. It could be argued that early childhood education…
Health and physical education in Aotearoa New Zealand
Internationally, recent research has indicated that the health and physical education (HPE) curriculum has become at least to some extent 'an open market', with rapid growth in the number of external providers and diversity of resources targeted towards schools and teachers. This research acknowledges that the programmes and instruction offered by external organisations represents a significant change to the HPE landscape, albeit alongside an abs…
HPE in Aotearoa New Zealand
This paper centres on research that investigated the contemporary policy, curriculum and pedagogical landscape of Health and Physical Education (HPE) in Aotearoa New Zealand, in the light of increasing impressions that provision was moving to an ‘open market’ situation. Publicly available information sourced via the Internet was used to examine the public and privately funded initiatives, programmes and resources targeted towards the provision of…
Enabling or limiting
Pre-packaged curriculum resources that are purportedly designed to support teachers to deliver physical education in primary school settings have become prolific internationally. While both teachers and teacher educators use curriculum resources extensively, there has been little exploration into the effectiveness of resources in supporting teacher learning. The use of curriculum resources in one PD programme is used to illustrate the extent to w…
Coaching children in sport
Coaching children in sport Ian Stafford (Ed), 2011 London and New York, Routledge £29.99 (pbk), 320 pp. ISBN 978-0-415-49391-8 As an educator who also is a coach of young children in sport, both in
Primary teachers, policy, and physical education
This article focuses on the challenges arising for primary school teachers who have responsibility for teaching physical education (PE) and who are working in particularly complex and contestable policy contexts. In New Zealand provision of physical education is identified as occurring amidst multiple, and not necessarily compatible, sets of expectations, associated with government priorities, initiatives focusing on children’s health, sport, and…
Creating confident, motivated teachers of physical education in primary schools
This paper analyses the impact of a nationwide one-year physical education (PE) professional development (PD) programme on 25 generalist classroom teachers from 10 primary schools in New Zealand. This research specifically explores how a year-long PD programme, focused predominantly on general pedagogical strategies, supported in-service generalist teachers to use of pedagogies previously reserved to the classroom to enhance their PE practice, re…
Primary teachers, policy, and physical education
This article focuses on the challenges arising for primary school teachers who have responsibility for teaching physical education (PE) and who are working in particularly complex and contestable policy contexts. In New Zealand provision of physical education is identified as occurring amidst multiple, and not necessarily compatible, sets of expectations, associated with government priorities, initiatives focusing on children’s health, sport, and…
HPE in Aotearoa New Zealand
This paper centres on research that investigated the contemporary policy, curriculum and pedagogical landscape of Health and Physical Education (HPE) in Aotearoa New Zealand, in the light of increasing impressions that provision was moving to an ‘open market’ situation. Publicly available information sourced via the Internet was used to examine the public and privately funded initiatives, programmes and resources targeted towards the provision of…
Creating confident, motivated teachers of physical education in primary schools
This paper analyses the impact of a nationwide one-year physical education (PE) professional development (PD) programme on 25 generalist classroom teachers from 10 primary schools in New Zealand. This research specifically explores how a year-long PD programme, focused predominantly on general pedagogical strategies, supported in-service generalist teachers to use of pedagogies previously reserved to the classroom to enhance their PE practice, re…
Physical education’ in early childhood education
Children’s physical education in early childhood settings has always been underpinned by an emphasis on play. This is viewed as foundational for child development (movement education, cognitive growth, socialising functions, emotional development). However, where priorities about childhood obesity prevail, increased ‘prevention’ efforts have become targeted at primary and pre-school-aged children. It could be argued that early childhood education…
Practising educational leading ‘in’ and ‘from’ the middle
In this paper, a site ontological approach to practice seeks to understand how educational development can be accomplished through the practices of ‘middle leaders’ - educators who exercise their leading ‘between’ the principal and the teaching staff. Analysis of two vignettes of leading in extraordinary circumstances untangles the web of interrelationships, conditions and practices that comprise middle leading in schools. The discussion focuses …
Creating confident, motivated teachers of physical education in primary schools
This paper analyses the impact of a nationwide one-year physical education (PE) professional development (PD) programme on 25 generalist classroom teachers from 10 primary schools in New Zealand. This research specifically explores how a year-long PD programme, focused predominantly on general pedagogical strategies, supported in-service generalist teachers to use of pedagogies previously reserved to the classroom to enhance their PE practice, re…
Primary teachers, policy, and physical education
This article focuses on the challenges arising for primary school teachers who have responsibility for teaching physical education (PE) and who are working in particularly complex and contestable policy contexts. In New Zealand provision of physical education is identified as occurring amidst multiple, and not necessarily compatible, sets of expectations, associated with government priorities, initiatives focusing on children’s health, sport, and…
Enabling or limiting
Pre-packaged curriculum resources that are purportedly designed to support teachers to deliver physical education in primary school settings have become prolific internationally. While both teachers and teacher educators use curriculum resources extensively, there has been little exploration into the effectiveness of resources in supporting teacher learning. The use of curriculum resources in one PD programme is used to illustrate the extent to w…
Coaching children in sport
Coaching children in sport Ian Stafford (Ed), 2011 London and New York, Routledge £29.99 (pbk), 320 pp. ISBN 978-0-415-49391-8 As an educator who also is a coach of young children in sport, both in
Health and physical education in Aotearoa New Zealand
Internationally, recent research has indicated that the health and physical education (HPE) curriculum has become at least to some extent 'an open market', with rapid growth in the number of external providers and diversity of resources targeted towards schools and teachers. This research acknowledges that the programmes and instruction offered by external organisations represents a significant change to the HPE landscape, albeit alongside an abs…
HPE in Aotearoa New Zealand
This paper centres on research that investigated the contemporary policy, curriculum and pedagogical landscape of Health and Physical Education (HPE) in Aotearoa New Zealand, in the light of increasing impressions that provision was moving to an ‘open market’ situation. Publicly available information sourced via the Internet was used to examine the public and privately funded initiatives, programmes and resources targeted towards the provision of…
Introduction to Special Issue on Primary Physical Education
Physical education’ in early childhood education
Children’s physical education in early childhood settings has always been underpinned by an emphasis on play. This is viewed as foundational for child development (movement education, cognitive growth, socialising functions, emotional development). However, where priorities about childhood obesity prevail, increased ‘prevention’ efforts have become targeted at primary and pre-school-aged children. It could be argued that early childhood education…
Pedagogy, Education, and Praxis in Critical Times
‘Cripping’ care in disability sport
In this article we combine the fields of critical disability studies and the sociology of sport to disrupt and extend current understandings of athlete welfare and care. A focus on athlete welfare is producing heightened awareness of the need for institutional, structural and personal support for athletes. Notions of ‘care’ are proliferating in sport discourse, with sport organisations routinely described as having a ‘duty of care’ towards athlet…
Practising educational leading ‘in’ and ‘from’ the middle
In this paper, a site ontological approach to practice seeks to understand how educational development can be accomplished through the practices of ‘middle leaders’ - educators who exercise their leading ‘between’ the principal and the teaching staff. Analysis of two vignettes of leading in extraordinary circumstances untangles the web of interrelationships, conditions and practices that comprise middle leading in schools. The discussion focuses …
Acknowledging, negotiating, and reporting ‘uncomfortable truths’ in action research
Critical action research is a praxis-oriented professional learning practice. Such practice requires a move beyond viewing action research as simply a technical or practical method for teacher development; instead, it strives for critical and participatory research. When action research is reduced to a technicist process for professional learning, there is a tendency for valorising reported findings, so seemingly ‘celebratory’ stories emerge. Yet…
Middle leaders' identity–practice framings
This paper presents an examination of identity in and as practice as it relates to a group of educational practitioners known as middle leaders. Drawing on the theory of practice architectures as a site‐ontological approach for conceptualising educational leading, the paper considers an individual's identity as being informed by, and accomplished amidst, the sayings, doings and relatings of practice. Although theorising the connections between id…
Learning sport
Background Generally, understandings of learning have predominantly been framed as knowledge transfer from the coach to the learner, and when there are discussions of learning the focus tends to be on coaches and coaching. As a consequence, learning has had little direct attention, so here the focus is on learning sport.Purpose This article presents a site-ontological practice theory perspective on learning sport, extending beyond traditional epi…
Pedagogy (11 obras) · Sociology (11 obras) · Physical Education and Pedagogy (9 obras) · Inclusion and Disability in Education and Sport (8 obras) · Political science (7 obras) · Psychology (7 obras) · Epistemology (5 obras) · Physical education (5 obras) · Aotearoa (4 obras) · Curriculum (4 obras)