Emotions and pedagogical change in physical education teacher education
A collaborative self-study
Bibliographic Data
| ID | 12572596 |
|---|---|
| Authors | Tim Fletcher (0000-0002-7352-4775, Brock University, corresponding author), Mats Melvold Hordvik (0000-0002-5694-1964, Dept. of Teacher Education and Outdoor Studies, Norwegian School of Sports Sciences, Oslo, Norway) |
| Year | 2022 |
| Volume | 28 |
| Issue | 4 |
| Pages | 381-394 |
| Publication date | 2022-02-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Sport Education and Society (JOURNAL) |
| Journal identifiers | ISSN: 1357-3322 • E-ISSN: 1470-1243 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13573322.2022.2035345 |
| OpenAlex | W4210264217 |
| Language | EN |
| Citations received | 15 |
| References cited | 45 |
Emotions are foundational to teaching and teacher education practice. They can influence all aspects of the change process, including considerations of relationships, pedagogical and curricular decisions, and organizational structures. While the study of emotions in teaching has increased since the 1990s, less explicit attention has been paid to the role of emotions in teacher education practice. Using a sociocultural perspective on emotion, the purpose of this research was to consider the emotional aspects of pedagogical change experienced by teacher educators. The context in which change occurred was the development and enactment of a blended course (i.e. using face-to-face and online formats) in one physical education teacher education program. Collaborative self-study of teacher education practice methodology guided the research design, including the processes of critical friendship, and data collection and analysis strategies. Emotions were omnipresent throughout the pedagogical change process and were expressed by both the teacher educator whose practice was being examined and the critical friend. Emotions were often experienced in contrasting ways and in tension to each other; for example, trust-distrust, and uncertainty-confidence. The explicit focus on the emotional dimension brought to life the teacher educators’ experiences, taking the analysis beyond the technical and rational implementation of decisions and offering a humanistic perspective on the pedagogical change process. The focus on emotion carries implications for policies and practices related to the ongoing professional development of teacher educators
Context (archaeology · Distrust · Mathematics education · Pedagogy · Physical education · Professional development · Sociocultural evolution · Sociocultural perspective · Sociology · Teacher education · Communication in Education and Healthcare · Physical Education and Pedagogy · Psychology · Teacher Education and Leadership Studies
The Emotional Dimension of Enacting Student Voice Practices in Primary Physical Education
Perspectives on social justice when becoming a teacher-researcher in the practicum
Exploring pedagogies of embodiment in physical education teacher education
Drama in the dream factory
The emotional labor of physical education teachers in ‘difficult contexts’
The enactment of the Socially-Just Teaching Personal and Social Responsibility (SJ-TPSR) approach in physical education teacher education
Educating in spaces of refuge
Compatibility of physical education curricula with physical literacy across 40 European countries
Autoestudo de incidentes críticos na perspectiva da justiça curricular
The importance of the emotional body
I Learned More Because I Became More Involved”
Aligning extracurricular school activities with physical literacy
Transforming Dance sessions in Physical Education lessons
Embodied understandings of academic resonance within Sport, Health and Physical Education contexts
Behind-the-scenes insights from undertaking intersectional research in the field of sport and physical activity
Who I am in how I teach is the message
The professional developmental needs of higher education-based teacher educators
Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers
The Methodology of Self-Study and Its Theoretical Underpinnings
The state of the art in Self-Study of Teacher Education Practices
Thinking about Feeling
Creating a Living Educational Theory from Questions of the Kind, ‘How do I Improve my Practice?’
Self-Study, Critical Friendship, and the Complexities of Teacher Education
The reflective practitioner
Theory and methodology in researching emotions in education
Emotional connections and caring
Getting in touch with our feelings
I feel, therefore I am’
Transforming in the visiting assistant professor role
Becoming a physical education teacher during formalised school placement
Developing a pedagogy of teacher education using self-study
Using collaborative self-study and rhizomatics to explore the ongoing nature of becoming teacher educators
Does emotional intelligence predict student teachers' performance
The emotional practice of teaching
Physical education teacher educators
Virtual special issue on teachers and emotions in Teaching and teacher education (Tate) in 1985–2014
Teachers’ emotions in educational reforms
The New Scholarship in Teacher Education
Qualitative Research in Clinical and Health Psychology
Accumulating Knowledge Across Self-Studies in Teacher Education
Tactical evaluations
| Unique citing works | 15 |
|---|---|
| Citations per year | 5 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 15 |