Contradictions and realisations – a critical friendship in the pursuit of transformative PETE

ABSTRACT

The possibility for enacting transformative practices in Physical Education Teacher Education (PETE) is shaped by the social, political, and material landscape. However, it is vital we acknowledge our contributing role as PETE lecturers in this shaping process. This paper presents the authors study of their critical friendship aimed at making sense of transformative practices in PETE. The voices of recently graduated teachers telling us how they interpret and enact transformative practice are examined using a hermeneutic lens, to demonstrate our shared response and subsequent attempts to make sense of our own teaching practice. This work highlights the liminality and contradictions that both students and lecturers experience in PETE, and we are reminded that continual interrogation and exploration of the lecturer’s role is essential; especially when the work of being transformative in PETE actively encourages students to do the same. We suggest this requires not only the time and space needed for introspection; but moreover, the requisite willingness and vulnerability required to consider the teacher educator’s role in how students come to construct knowledge. Those within PETE should consider the use of dialogic conversations in transformative practice, not only for support, but for critically evolving practice and understanding of the profession.

KEYWORDS:

• PETE
• physical education teacher education
• critical friendship
• pedagogy
• dialogic conversations
• transformative practice

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

S. Stevens

Dr S. Stevens is a senior lecturer in the School of Teacher Education and Researcher in the Child Well-being Research Institute at the University of Canterbury. She is the Board Chair of Physical Education New Zealand (PENZ), and Education lead for a cardiovascular centre for research excellence (HHANZ CoRE). Her research interests are in physical education, pedagogy, the joy of movement, embodied learning and curriculum.

K. Thompson

K. Thompson is a senior lecturer in the School of Sport and Recreation and teacher educator in the School of Education at AUT University. She is an Education Commissioner for the New Zealand Olympic Committee (NZOC) and holds an advisory role in physical education for the Ministry of Education. Her research interests are in health and physical education, pedagogy, social and emotional learning, and citizenship education.