‘We united to defend ourselves and face our struggles’

Nurturing a physical education teachers’ community of practice in a precarious context

Dados Bibliográficos

ID21783731
AutoresLuiza Lana Gonçalves (0000-0003-4140-2463, Universidade de São Paulo, autor correspondente), Melissa Parker (0000-0003-0829-2741, University of Limerick), Carla Nascimento Luguetti (0000-0002-9442-1636, Victoria School of Management), Michele Viviene Carbinatto (0000-0001-6598-9938, Universidade de São Paulo)
Ano2022
Volume27
Fascículo4
Páginas339-352
Data de publicação2022-07-04
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoPhysical Education and Sport Pedagogy (JOURNAL)
Identificadores do periódicoISSN: 1740-8989 • E-ISSN: 1742-5786
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/17408989.2021.1891212
OpenAlexW3129387758
IdiomaEN
Citações recebidas14
Referências citadas35

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 collectively struggle to overcome their challenges. The majority of studies regarding CoPs and PE have, however, been conducted in privileged, global north countries with PE teachers who were predominantly white and middle-class. Much less attention has been paid to critically examining PE-CoPs with teachers in precarious contexts in the global south countries.Purpose: This study investigated the process of nurturing a democratic PE-CoP in a precarious, Brazilian school context.Methods: Ethnography and action research framed this 2-semester study. Participants included six PE teachers, a facilitator, and a critical friend.Data collection/analysis: Data sources included: (a) lead researcher observations collected as field notes; (b) weekly teachers’ meetings and researchers’ meetings; and (c) teachers’ interviews. Data were analysed using an inductive and iterative thematic process.Findings: Results indicated the development of a democratic PE-CoP in a precarious situation through an ongoing and dynamic progression where teachers built their own practice to overcome the marginalisation of PE and were supported to exist. In this untenable context, the nurturing of a democratic CoP focused on teachers’ survival and ‘defending themselves’ while learning to struggle together to change their micro-context.Implications: Nurturing a democratic CoP created a space for the negotiation of what was meaningful and useful for these teachers in their reality. In these contexts, we suggest that teachers’ CPD must include not only content knowledge but also the quest for better professional conditions

Democracy · Facilitator · Pedagogy · Political science · Politics · Public relations · Qualitative research · Social science · Sociology · Thematic analysis · Inclusion and Disability in Education and Sport · Law · Physical Education and Pedagogy · Psychology · Social Psychology · Sport Psychology and Performance