Teaching sociocultural issues to pre-service physical education teachers: a self-study

Abstract

The purpose of this study was to examine how two teacher educators integrated sociocultural issues within their undergraduate physical education teacher education (PETE) programs. We engaged in self-study to examine challenges and barriers to teaching sociocultural issues to pre-service teachers (PSTs). After discussing social justice in PE at a research conference, we discussed future research to understand what and how we were explicitly addressing issues of social justice in programs, and how we were educating PSTs to teach K-12 students about social justice and social inequalities. A collaborative self-study over the course of one academic year allowed us to explore our teaching practices by investigating teaching materials and pedagogical methods during the teaching process. We identified three salient themes that were prevalent between both of our pedagogical approaches: using self as an example, responding to teachable moments and questioning whether we are doing enough. Barriers to incorporating sociocultural issues in courses are discussed, and a call to revitalize the social justice agenda in PETE is made.

Keywords:

• social justice
• physical education
• self-study
• pre-service teachers

Notes on contributors

Sara Barnard Flory is an Assistant Professor in the Physical Education Teacher Education program at the University of South Florida. Her research interests include the role of culture in physical education and physical activity, and the development of culturally competent teachers for diverse school contexts.

Jennifer L. Walton-Fisette is an associate professor of Physical Education Teacher Education in the School of Teaching, Learning, and Curriculum Studies at Kent State University. She obtained her BS in physical education from Rhode Island College, MS in sport pedagogy from Ithaca College, and EdD in Physical Education Teacher Education from the University of Massachusetts-Amherst. Her scholarship explores the critical examination of girls’ lived experiences and embodied identities within physical education and physical activity through student voice; assessment and curriculum development. She is currently exploring how sociocultural issues are included and addressed in PETE programs locally, nationally and internationally. Dr. Walton-Fisette has published three books and over 20 research articles. She was a member of the PE Metrics writing team on both editions and is actively involved with SHAPE America, OAHPERD and other associations.