Kellie Baker
Dados Biográficos
| ID | 4638538 |
|---|---|
| NOME | Kellie Baker |
| PRENOMES | Kellie |
| SOBRENOME | Baker |
| ASSINATURA | BAKER K |
| AFILIAÇÕES | Memorial University of Newfoundland |
| ORCID | 0000-0003-0435-2268 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2015 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
‘Socially afraid of talking about social justice’
Background: Teachers of physical education recognise the potential to promote inclusion, equity and social learning in physical education but also acknowledge the difficulties in translating social justice into practice. While there is a growing body of scholarship focused on social justice in K–12 health and physical education, there remains a clear need for evidence-based pedagogical approaches that support K–12 physical educators in confidentl…
The enactment of the Socially-Just Teaching Personal and Social Responsibility (SJ-TPSR) approach in physical education teacher education
Background Research in teacher education practice explicitly highlights how learning to teach teachers is a complex, messy, sophisticated process, filled with uncertainty and perpetual challenges. While this applies to all aspects of teacher education, we focus here on the process of learning to teach pre-service teachers (PSTs) how to teach about, through, and for social justice (pedagogies) by enacting the Socially-Just Teaching Personal and So…
Crossing borders for transformative professional learning about health and physical education policy through the Policy Process Case Method
The Policy Process Case Method (PPCM) is a recent innovation for (health and physical) education professionals to transform their complex policy experiences into practical insights. This method engages professionals across roles and geographical borders in sustained reflexive dialogue to collaboratively interrogate their policy experiences through policy theories. In this ∼1.5-year PPCM investigation, our group (i.e. two curriculum officers, one …
A figurational analysis of Health and/or Physical Education teacher educators’ conceptualisations of policy, and their sociogenesis
Policy engagement is key to promoting ‘quality’ physical education yet it has been identified as a ‘grand challenge’ for Health and/or Physical Education (H/PE) internationally. All H/PE professionals, including teacher educators, have a collective responsibility to engage with policy but existing research tells us little about how H/PE teacher educators (H/PETEs) understand and engage with policy. It is important to examine H/PETEs conceptualisa…
Making sense of the alignment of social justice beliefs, theory, and pedagogy
Background Amid the growing theoretical discourse on social justice in education, there are increasing calls for research on how educators integrate social justice pedagogies into their teaching. Systematic reviews emphasise the need for examining how teacher educators’ beliefs and positions shape their pedagogical practices, advocating for collaborative, reflective approaches to bridge theory and practice.Purpose Drawing connections between the …
Developing a socially-just teaching personal and social responsibility (TPSR) approach
Background Social justice as a concept and a pedagogy has (and is) gaining traction in physical education teacher education [Walton-Fisette, J. L., and S. Sutherland. 2018. “Moving Forward with Social Justice Education in Physical Education Teacher Education”. Physical Education and Sport Pedagogy 23 (5): 461–468] and school physical education [Philpot, R., G. Gerdin, W. Smith, S. Linnér, K. Schenker, K. Westlie, K. M. Moen, and L. Larsson. 2021.…
Teaching Social Justice Through TPSR
In this paper we offer practical suggestions for integrating social justice content into physical-activity based physical education, namely, through a socially-just TPSR approach. We first address the challenges of using pedagogies for social justice in physical education. This is followed by a brief overview of TPSR (the what) and a re-imagined TPSR approach from a social justice lens. Next, practical examples for developing a socially-just TPSR…
Confessions of a teacher with two left feet
This self-study provides insights into my experiences as a learner and teacher of dance education. The purpose of the research is to consider ways physical education (PE) teacher educators can reconsider and recontextualise their students' perspectives about learning PE subject content through the lens of dance education. Data consisted of multiple qualitative sources such as reflective teacher journals, lesson plans and yearly block plans, and s…
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Confessions of a teacher with two left feet
This self-study provides insights into my experiences as a learner and teacher of dance education. The purpose of the research is to consider ways physical education (PE) teacher educators can reconsider and recontextualise their students' perspectives about learning PE subject content through the lens of dance education. Data consisted of multiple qualitative sources such as reflective teacher journals, lesson plans and yearly block plans, and s…
Teaching Social Justice Through TPSR
In this paper we offer practical suggestions for integrating social justice content into physical-activity based physical education, namely, through a socially-just TPSR approach. We first address the challenges of using pedagogies for social justice in physical education. This is followed by a brief overview of TPSR (the what) and a re-imagined TPSR approach from a social justice lens. Next, practical examples for developing a socially-just TPSR…
Developing a socially-just teaching personal and social responsibility (TPSR) approach
Background Social justice as a concept and a pedagogy has (and is) gaining traction in physical education teacher education [Walton-Fisette, J. L., and S. Sutherland. 2018. “Moving Forward with Social Justice Education in Physical Education Teacher Education”. Physical Education and Sport Pedagogy 23 (5): 461–468] and school physical education [Philpot, R., G. Gerdin, W. Smith, S. Linnér, K. Schenker, K. Westlie, K. M. Moen, and L. Larsson. 2021.…
Making sense of the alignment of social justice beliefs, theory, and pedagogy
Background Amid the growing theoretical discourse on social justice in education, there are increasing calls for research on how educators integrate social justice pedagogies into their teaching. Systematic reviews emphasise the need for examining how teacher educators’ beliefs and positions shape their pedagogical practices, advocating for collaborative, reflective approaches to bridge theory and practice.Purpose Drawing connections between the …
‘Socially afraid of talking about social justice’
Background: Teachers of physical education recognise the potential to promote inclusion, equity and social learning in physical education but also acknowledge the difficulties in translating social justice into practice. While there is a growing body of scholarship focused on social justice in K–12 health and physical education, there remains a clear need for evidence-based pedagogical approaches that support K–12 physical educators in confidentl…
The enactment of the Socially-Just Teaching Personal and Social Responsibility (SJ-TPSR) approach in physical education teacher education
Background Research in teacher education practice explicitly highlights how learning to teach teachers is a complex, messy, sophisticated process, filled with uncertainty and perpetual challenges. While this applies to all aspects of teacher education, we focus here on the process of learning to teach pre-service teachers (PSTs) how to teach about, through, and for social justice (pedagogies) by enacting the Socially-Just Teaching Personal and So…
Crossing borders for transformative professional learning about health and physical education policy through the Policy Process Case Method
The Policy Process Case Method (PPCM) is a recent innovation for (health and physical) education professionals to transform their complex policy experiences into practical insights. This method engages professionals across roles and geographical borders in sustained reflexive dialogue to collaboratively interrogate their policy experiences through policy theories. In this ∼1.5-year PPCM investigation, our group (i.e. two curriculum officers, one …
A figurational analysis of Health and/or Physical Education teacher educators’ conceptualisations of policy, and their sociogenesis
Policy engagement is key to promoting ‘quality’ physical education yet it has been identified as a ‘grand challenge’ for Health and/or Physical Education (H/PE) internationally. All H/PE professionals, including teacher educators, have a collective responsibility to engage with policy but existing research tells us little about how H/PE teacher educators (H/PETEs) understand and engage with policy. It is important to examine H/PETEs conceptualisa…
Physical education (8 obras) · Physical Education and Pedagogy (8 obras) · Inclusion and Disability in Education and Sport (7 obras) · Pedagogy (6 obras) · Psychology (6 obras) · Sociology (6 obras) · Political science (4 obras) · Teacher education (4 obras) · Public relations (3 obras) · Social change (3 obras)