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Health and body tensions and expectations for pre-service physical education teachers in Spain
University of Valladolid, Valladolid, Spain.
School of Education, University of New England, Armidale, NSW, Australia.ORCID iD: 0000-0003-3572-4976
University of Valladolid, Valladolid, Spain.
2019 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 24, no 2, p. 158-167Article in journal (Refereed) Published
Abstract [en]

The importance of the Physical Education (PE) teacher’s body, particularly for teaching PE, has been highlighted in literature. PE teachers are expected to be clear role models to students through their acts, behaviours and bodies. However, their strong embodied subjectivities, particularly those related to their teaching practices, may be problematised. This paper explores the ways in which a group of 15 pre-service PE teachers from a Spanish university constructed perspectives about the body and health in relation to their professional practices. Body journals were used to collect data, which were analysed using a Deleuze-Guattarian approach. The findings reveal the significant emphasis participants placed on their own bodies while teaching PE and the pressure they felt to conform to certain expectations of their professional roles. In response, we propose critical reflection on the content of Physical Education Teacher Education (PETE) programmes and incorporation of alternative pedagogical approaches to alleviate the heavy reliance on pre-service teachers’ bodies.

Place, publisher, year, edition, pages
Routledge, 2019. Vol. 24, no 2, p. 158-167
Keywords [en]
Physical education, pre-service teachers, body, health, body journals, deleuze-guattari
National Category
Other Medical Sciences not elsewhere specified Social Sciences
Identifiers
URN: urn:nbn:se:oru:diva-71338DOI: 10.1080/13573322.2017.1331426ISI: 000454911600005Scopus ID: 2-s2.0-85019603777OAI: oai:DiVA.org:oru-71338DiVA, id: diva2:1277619
Available from: 2019-01-10 Created: 2019-01-10 Last updated: 2019-01-17Bibliographically approved

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