{"title":"Lesbian, anorexic, disabled, and big: other ways of being a female physical education teacher","authors":"Gustavo González-Calvo, Valeria Varea","doi":"10.1080/13540602.2023.2277380","DOIUrl":null,"url":null,"abstract":"Research has shown that Physical Education (PE) is a white, male, and able body-dominated profession, particularly in Spain. When some female pre-service PE teachers, who had a difficult relationship with their bodies and sports abilities, enrol in such a degree, some of these problematic relations come to light. Participants for this study were four female pre-service teachers who self-identified as lesbian, anorexic, visually impaired, and big respectively. Data were collected through participant-produced texts, graphical representations, and interviews. The authors then reconstructed the participants’ stories which are presented in the form of narratives. The conceptual tool of embodying norm-criticality helped us to highlight the importance of critical reflection about own beliefs, past experiences and understandings, and their influence on pedagogical practices in PE. This study contributes to the push towards a change of the stereotypical beliefs of what a PE teacher should be or look like, and in this way, emphasises the vast benefits of diversifying PE teachers’ beliefs and understandings.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teachers and Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13540602.2023.2277380","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Research has shown that Physical Education (PE) is a white, male, and able body-dominated profession, particularly in Spain. When some female pre-service PE teachers, who had a difficult relationship with their bodies and sports abilities, enrol in such a degree, some of these problematic relations come to light. Participants for this study were four female pre-service teachers who self-identified as lesbian, anorexic, visually impaired, and big respectively. Data were collected through participant-produced texts, graphical representations, and interviews. The authors then reconstructed the participants’ stories which are presented in the form of narratives. The conceptual tool of embodying norm-criticality helped us to highlight the importance of critical reflection about own beliefs, past experiences and understandings, and their influence on pedagogical practices in PE. This study contributes to the push towards a change of the stereotypical beliefs of what a PE teacher should be or look like, and in this way, emphasises the vast benefits of diversifying PE teachers’ beliefs and understandings.
期刊介绍:
Teachers and Teaching: theory and practice provides an international focal point for the publication of research on teachers and teaching, in particular on teacher thinking. It offers a means of communication and dissemination of completed research and research in progress, whilst also providing a forum for debate between researchers. This unique journal draws together qualitative and quantitative research from different countries and cultures which focus on the social, political and historical contexts of teaching as work. It includes theoretical reflections on the connections between theory and practice in teachers" work and other research of professional interest.