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Physical Education and Sport Pedagogy Volume 20, 2015 - Issue 1
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Articles

‘The sweetness of struggle’: innovation in physical education teacher education through student-centered inquiry as curriculum in a physical education methods course

Kimberly L. OliverDepartment of Human Performance, Dance & Recreation, New Mexico State University, Las Cruces, NM, USACorrespondence[email protected]
,
Heather A. OesterreichDepartment of Curriculum and Instruction, New Mexico State University, Las Cruces, NM, USA
,
Raquel ArandaDepartment of Human Performance, Dance & Recreation, New Mexico State University, Las Cruces, NM, USA
,
Jarrod ArcheletaDepartment of Human Performance, Dance & Recreation, New Mexico State University, Las Cruces, NM, USA
,
Casey BlazerDepartment of Human Performance, Dance & Recreation, New Mexico State University, Las Cruces, NM, USA
,
Kandy de la CruzDepartment of Human Performance, Dance & Recreation, New Mexico State University, Las Cruces, NM, USA
,
Daniel MartinezDepartment of Human Performance, Dance & Recreation, New Mexico State University, Las Cruces, NM, USA
,
Jenn McConnellDepartment of Human Performance, Dance & Recreation, New Mexico State University, Las Cruces, NM, USA
,
Maggee OstaDepartment of Human Performance, Dance & Recreation, New Mexico State University, Las Cruces, NM, USA
,
Lacie ParksDepartment of Human Performance, Dance & Recreation, New Mexico State University, Las Cruces, NM, USA
&
Rinalldo RobinsonDepartment of Human Performance, Dance & Recreation, New Mexico State University, Las Cruces, NM, USA
 show all
Pages 97-115 | Received 12 Oct 2012, Accepted 27 Mar 2013, Published online: 03 Jun 2013

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Laura Alfrey & J. O’Connor. (2024) Transforming physical education: an analysis of context and resources that support curriculum transformation and enactment. Physical Education and Sport Pedagogy 29:1, pages 1-17.
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Luke Jones. (2023) Integrating theory and practice in physical education: preservice teachers’ views on practitioner research. Curriculum Studies in Health and Physical Education 14:2, pages 161-173.
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Sara Barnard Flory, Craig Nieman & Rebecca C. Wylie. (2023) Facilitating culturally responsive teaching in PETE alumni: a mixed methods analysis. Curriculum Studies in Health and Physical Education 0:0, pages 1-17.
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Michael Hodges, Ashley Phelps, Robert Knipe, Brooke Doherty, Jeff Colburn & Xiaofen D. Hamilton. (2023) Secondary physical education teaching methods course: through the lens of the preservice teachers. Curriculum Studies in Health and Physical Education 14:1, pages 92-108.
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Rod Philpot, Göran Gerdin, Wayne Smith, Susanne Linnér, Katarina Schenker, Knut Westlie, Kjersti Mordal Moen & Lena Larsson. (2021) Taking action for social justice in HPE classrooms through explicit critical pedagogies. Physical Education and Sport Pedagogy 26:6, pages 662-674.
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Jorge Knijnik & Carla Luguetti. (2021) Social justice narratives in academia: challenges, struggles and pleasures PETE educators face in understanding and enacting critical pedagogy in Brazil. Sport, Education and Society 26:5, pages 541-553.
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Donal Howley & Mary O’Sullivan. (2021) ‘Getting better bit by bit’: Exploring learners’ enactments of student voice in physical education. Curriculum Studies in Health and Physical Education 12:1, pages 3-19.
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Carla Luguetti & Fiona McLachlan. (2021) ‘Am I an easy unit?’ Challenges of being and becoming an activist teacher educator in a neoliberal Australian context. Sport, Education and Society 26:1, pages 1-14.
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Carla Luguetti & Kimberly L. Oliver. (2020) ‘I became a teacher that respects the kids’ voices’: challenges and facilitators pre-service teachers faced in learning an activist approach. Sport, Education and Society 25:4, pages 423-435.
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K. Andrew R. Richards, Jennifer M. Jacobs, Victoria Nicole Ivy & Michael A. Lawson. (2020) Preservice teachers perspectives and experiences teaching personal and social responsibility. Physical Education and Sport Pedagogy 25:2, pages 188-200.
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Risto Marttinen, David N. Daum, Dominique Banville & Ray N. Fredrick. (2020) Pre-service teachers learning through service-learning in a low SES school. Physical Education and Sport Pedagogy 25:1, pages 1-15.
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Carla Luguetti, Raquel Aranda, Oscar Nuñez Enriquez & Kimberly L. Oliver. (2019) Developing teachers’ pedagogical identities through a community of practice: learning to sustain the use of a student-centered inquiry as curriculum approach. Sport, Education and Society 24:8, pages 855-866.
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Nuria Sánchez-Hernández, Daniel Martos-García, Susanna Soler & Anne Flintoff. (2018) Challenging gender relations in PE through cooperative learning and critical reflection. Sport, Education and Society 23:8, pages 812-823.
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Eimear Enright, Benjamin Williams, Leigh Sperka & Kate Peucker. (2018) Pedagogic rights and the acoustics of health and physical education teacher education: whose voices are heard?. Physical Education and Sport Pedagogy 23:5, pages 524-535.
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Kristin Walseth, Berit Engebretsen & Lisbeth Elvebakk. (2018) Meaningful experiences in PE for all students: an activist research approach. Physical Education and Sport Pedagogy 23:3, pages 235-249.
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Kimberly L. Oliver, Carla Luguetti, Raquel Aranda, Oscar Nuñez Enriquez & Ana-Alycia Rodriguez. (2018) ‘Where do I go from here?’: learning to become activist teachers through a community of practice. Physical Education and Sport Pedagogy 23:2, pages 150-165.
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Déirdre Ní Chróinín, Tim Fletcher & Mary O’Sullivan. (2018) Pedagogical principles of learning to teach meaningful physical education. Physical Education and Sport Pedagogy 23:2, pages 117-133.
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Tim Fletcher, Déirdre Ní Chróinín, Caitlin Price & Nancy Francis. (2018) Teacher educators’ enactment of pedagogies that prioritise learning about meaningful physical education. Curriculum Studies in Health and Physical Education 9:1, pages 76-89.
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Eimear Enright, Leanne Coll, Deirdre Ní Chróinín & Mary Fitzpatrick. (2017) Student voice as risky praxis: democratising physical education teacher education. Physical Education and Sport Pedagogy 22:5, pages 459-472.
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Carla Luguetti, Kimberly L. Oliver, David Kirk & Luiz Dantas. (2017) Exploring an activist approach of working with boys from socially vulnerable backgrounds in a sport context. Sport, Education and Society 22:4, pages 493-510.
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Laura Alfrey, Justen O'Connor & Ruth Jeanes. (2017) Teachers as policy actors: co-creating and enacting critical inquiry in secondary health and physical education. Physical Education and Sport Pedagogy 22:2, pages 107-120.
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Kimberly L. Oliver & David Kirk. (2016) Towards an activist approach to research and advocacy for girls and physical education. Physical Education and Sport Pedagogy 21:3, pages 313-327.
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Justen O'Connor, Ruth Jeanes & Laura Alfrey. (2016) Authentic inquiry-based learning in health and physical education: a case study of ‘r/evolutionary’ practice. Physical Education and Sport Pedagogy 21:2, pages 201-216.
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Déirdre Ní Chróinín, Tim Fletcher & Mary O'Sullivan. (2015) Using self-study to explore the processes of pedagogical innovation in physical education teacher education. Asia-Pacific Journal of Health, Sport and Physical Education 6:3, pages 273-286.
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Articles from other publishers (11)

Juan Pablo, Claudio Hinojosa-Torres & Rodrigo Yáñez-Sepúlveda. (2023) Project-Based Learning as a Strategy in Physical Education Teacher Training: Creating A Cultural Route Promoting Active Commuting. European Journal of Educational Research 12:3, pages 1219-1231.
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David Manzano-Sánchez, Noelia Belando-Pedreño & Alfonso Valero-Valenzuela. (2022) Preservice Teachers from Physical Education: Differences between Ireland and Spain in Teaching Personal and Social Responsibility. Sustainability 14:14, pages 8380.
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Fei Wu, Ashley Phelps, Michael Hodges, Xin Zhang, Xiaofen D. Keating & Yiqiong Zhang. (2022) Preparing Preservice Teachers via Teaching Methods Courses: A Literature Review. Journal of Teaching in Physical Education 41:2, pages 322-331.
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Carla Luguetti, Eimear Enright, Jack Hynes & Jeffrey Anthony Bishara. (2021) The (im)possibilities of praxis in online health and physical education teacher education. European Physical Education Review 28:1, pages 57-77.
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Alejandra Hernando-Garijo, David Hortigüela-Alcalá, Pedro Antonio Sánchez-Miguel & Sixto González-Víllora. (2021) Fundamental Pedagogical Aspects for the Implementation of Models-Based Practice in Physical Education. International Journal of Environmental Research and Public Health 18:13, pages 7152.
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Cara A. Lamb, Eishin Teraoka, Kimberly L. Oliver & David Kirk. (2021) Pupils’ Motivational and Emotional Responses to Pedagogies of Affect in Physical Education in Scottish Secondary Schools. International Journal of Environmental Research and Public Health 18:10, pages 5183.
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Carla Luguetti, Kimberly L. Oliver & Melissa Parker. (2021) Facilitation as an Act of Love: A Self-Study of How a Facilitator’s Pedagogy Changed Over Time in the Process of Supporting a Community of Learners. Journal of Teaching in Physical Education 40:2, pages 207-214.
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Carla Luguetti & Kimberly L. Oliver. (2020) A transformative learning journey of a teacher educator in enacting an activist approach in Physical Education Teacher Education. The Curriculum Journal 32:1, pages 118-135.
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Salsabila Indana Zulfa, Monica Widyaswari & Ulya Aziza Fitriya. (2021) The Effectiveness of RADEC as a Distance Learning Model to Improve the Understanding of Class XI SHS Students on Dynamic Fluid Materials. Procedia of Social Sciences and Humanities 1, pages 223-228.
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Mariana Amaral-da-Cunha, Amândio Graça, Paula Batista & Ann MacPhail. (2019) Giving birth to a supervisory identity built upon pedagogical perspectives on teaching: The case of a novice physical education cooperating teacher. European Physical Education Review 26:2, pages 353-374.
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Acton. (2019) Mapping the Evaluation of Problem-Oriented Pedagogies in Higher Education: A Systematic Literature Review. Education Sciences 9:4, pages 269.
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