Brigitte Moody
Biographic Data
| ID | 6185638 |
|---|---|
| NAME | Brigitte Moody |
| GIVEN NAMES | Brigitte |
| FAMILY NAME | Moody |
| SIGNATURE | MOODY B |
| AFFILIATIONS | University of Limerick |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Embedding practitioner research as a pedagogy for social justice in physical education teacher education
Introduction Over the past four decades, research in physical education teacher education (PETE) has increasingly focused on social justice pedagogies, advocating for proactive engagement in challenging the status quo of systems of oppression in PETE, including capitalism, imperialism, racism, LGBTQI + phobia, and ableism. Simultaneously, practitioner research has gained traction, encouraging educators to bridge theory and practice.Purpose Consid…
Working Principles of Practice for Enacting Social Justice Pedagogies in Physical Education Teacher Education
Acknowledging the lack of literature on ‘how’ to teach about, through, and for social justice in physical education teacher education (PETE), the authors studied their own practice as teacher educators ‘doing’ social justice work. This article describes seven working principles of practice for enacting social justice pedagogies in PETE for those who want to incorporate social justice in their own programs
“One Good Idea”
This article is co-written by teacher educators and pre-service teachers, and shares practical examples of how to design and enact a ‘One Good Idea’ project titled: ‘How We Can All Be Allies’. This project allowed pre-service teachers the space to engage with and explore social justice issues, enhance advocacy skills, and to ‘think outside the box’ in supporting marginalized school students
Dance Education from Different Perspectives
An integrated blended learning approach for physical education teacher education programmes
Background: A plethora of new terms and digital pedagogies have been making recent headlines in higher education with the promise, or threat, that digital technology will revolutionise the way in which universities operate. Blended learning is part of this digital revolution and institutions of higher education worldwide are increasingly adopting it as a new mode of delivery. The exposure of blended learning as central to mainstream higher educat…
A three-legged stool
The purpose of this paper was to examine Irish Physical Education teachers' views on curriculum change at the beginning of its implementation stage, with a particular focus on revision to the Physical Education curriculum and the new Wellbeing programme. In the light of these revisions, teachers were asked to make considerable changes to their beliefs and pedagogical approaches. Teacher change theory provided a lens through which to examine teach…
Physical activity achievements of Irish children with disabilities during an adapted physical activity programme
For children and young people with disabilities accumulating the recommended minimum of 60 min per day of moderate-to-vigorous physical activity (MVPA) is difficult to obtain. Much of this has been attributed to a lack of programmes and untrained staff who cannot effectively modify or adapt activities for people with disabilities. Given these barriers, the researchers asked the following question, ‘How much activity do children with disabilities …
Looking across and within
The purpose of this paper is to describe the ongoing self-study of a community of physical education teacher educators (PETE) striving to enhance their research capacity and program effectiveness. The underpinnings of the project reside within professional development/professional learning and self-study. Engaging in self-study projects ‘allows teacher educators to focus on their own practice and students’ learning while meeting the research expe…
Pre-service teachers’ attitudes towards children with disabilities
The purpose of this study was to examine the impact of a 10-week adapted physical activity programme on the attitudes and perceptions of 64 Irish pre-service teachers (aged 19–25) towards teaching children and young people with physical, intellectual, and learning disabilities. Data were collected through written pre-programme expectations, weekly reflective logs, and a final written reflection. Data were analysed qualitatively through reading an…
Pre-service teachers’ attitudes towards children with disabilities
The purpose of this study was to examine the impact of a 10-week adapted physical activity programme on the attitudes and perceptions of 64 Irish pre-service teachers (aged 19–25) towards teaching children and young people with physical, intellectual, and learning disabilities. Data were collected through written pre-programme expectations, weekly reflective logs, and a final written reflection. Data were analysed qualitatively through reading an…
A three-legged stool
The purpose of this paper was to examine Irish Physical Education teachers' views on curriculum change at the beginning of its implementation stage, with a particular focus on revision to the Physical Education curriculum and the new Wellbeing programme. In the light of these revisions, teachers were asked to make considerable changes to their beliefs and pedagogical approaches. Teacher change theory provided a lens through which to examine teach…
Pre-service teachers’ attitudes towards children with disabilities
The purpose of this study was to examine the impact of a 10-week adapted physical activity programme on the attitudes and perceptions of 64 Irish pre-service teachers (aged 19–25) towards teaching children and young people with physical, intellectual, and learning disabilities. Data were collected through written pre-programme expectations, weekly reflective logs, and a final written reflection. Data were analysed qualitatively through reading an…
Looking across and within
The purpose of this paper is to describe the ongoing self-study of a community of physical education teacher educators (PETE) striving to enhance their research capacity and program effectiveness. The underpinnings of the project reside within professional development/professional learning and self-study. Engaging in self-study projects ‘allows teacher educators to focus on their own practice and students’ learning while meeting the research expe…
Physical activity achievements of Irish children with disabilities during an adapted physical activity programme
For children and young people with disabilities accumulating the recommended minimum of 60 min per day of moderate-to-vigorous physical activity (MVPA) is difficult to obtain. Much of this has been attributed to a lack of programmes and untrained staff who cannot effectively modify or adapt activities for people with disabilities. Given these barriers, the researchers asked the following question, ‘How much activity do children with disabilities …
An integrated blended learning approach for physical education teacher education programmes
Background: A plethora of new terms and digital pedagogies have been making recent headlines in higher education with the promise, or threat, that digital technology will revolutionise the way in which universities operate. Blended learning is part of this digital revolution and institutions of higher education worldwide are increasingly adopting it as a new mode of delivery. The exposure of blended learning as central to mainstream higher educat…
A three-legged stool
The purpose of this paper was to examine Irish Physical Education teachers' views on curriculum change at the beginning of its implementation stage, with a particular focus on revision to the Physical Education curriculum and the new Wellbeing programme. In the light of these revisions, teachers were asked to make considerable changes to their beliefs and pedagogical approaches. Teacher change theory provided a lens through which to examine teach…
Dance Education from Different Perspectives
“One Good Idea”
This article is co-written by teacher educators and pre-service teachers, and shares practical examples of how to design and enact a ‘One Good Idea’ project titled: ‘How We Can All Be Allies’. This project allowed pre-service teachers the space to engage with and explore social justice issues, enhance advocacy skills, and to ‘think outside the box’ in supporting marginalized school students
Working Principles of Practice for Enacting Social Justice Pedagogies in Physical Education Teacher Education
Acknowledging the lack of literature on ‘how’ to teach about, through, and for social justice in physical education teacher education (PETE), the authors studied their own practice as teacher educators ‘doing’ social justice work. This article describes seven working principles of practice for enacting social justice pedagogies in PETE for those who want to incorporate social justice in their own programs
Embedding practitioner research as a pedagogy for social justice in physical education teacher education
Introduction Over the past four decades, research in physical education teacher education (PETE) has increasingly focused on social justice pedagogies, advocating for proactive engagement in challenging the status quo of systems of oppression in PETE, including capitalism, imperialism, racism, LGBTQI + phobia, and ableism. Simultaneously, practitioner research has gained traction, encouraging educators to bridge theory and practice.Purpose Consid…
Inclusion and Disability in Education and Sport (7 works) · Physical education (7 works) · Psychology (7 works) · Pedagogy (6 works) · Physical Education and Pedagogy (6 works) · Mathematics education (5 works) · Sociology (5 works) · Teacher education (5 works) · Irish (3 works) · Social justice (3 works)