1,221
Views
3
CrossRef citations to date
0
Altmetric
Editorial

Special issue – editorial introduction – physical education teacher education and its complexities: mapping contexts for research and sharing experiences from Brazil

ORCID Icon, ORCID Icon & ORCID Icon
Pages 697-703 | Received 11 Mar 2021, Accepted 16 Mar 2021, Published online: 04 Aug 2021

References

  • Betti, M., Knijnik, J., Venâncio, L., & Sanches Neto, L. (2015). In search of the autonomous and critical individual: A philosophical and pedagogical analysis of the physical education curriculum of São Paulo (Brazil). Physical Education and Sport Pedagogy, 20(4), 427–441. https://doi.org/10.1080/17408989.2014.882891
  • Bracht, V., Gomes, I. M., & Almeida, F. Q. (2015). School physical education in the transition from solid modernity to liquid modernity: The Brazilian case. Sport, Education and Society, 20(8), 995–1011. https://doi.org/10.1080/13573322.2013.866547
  • Cochran-Smith, M. (2006). Stayers, leavers, lovers, dreamers: Why people teach and why they stay. Bank street college of education. Occasional Paper Series, 16(1), 20–42. https://educate.bankstreet.edu/occasional-paperseries/vol2006/iss16/1
  • Evans, J., & Davies, B. (2015). Physical education, privatisation and social justice. Sport, Education and Society, 20(1), 1–9. https://doi.org/10.1080/13573322.2014.942624
  • Filgueiras, I. P., & Maldonado, D. T. (Eds.). (2020). Currículo e prática pedagógica de educação física escolar na América Latina [Curriculum and pedagogical practice of school physical education in Latin America] (Vol. 43). CRV.
  • Freire, P. (1996). Pedagogia da automia: Saberes necessários à prática educativa [Pedagogy of autonomy: Necessary knowledge to the educative practice]. Paz e Terra.
  • Freire, P. (1997). Última entrevista [Last interview]. TV PUC, 17 Apr. 1997. Authorised transcription. Revista do Professor [Teacher Journal], 7, 5–9. Retrieved February 14, 2021, from http://acervo.paulofreire.org:8080/xmlui/handle/7891/1942
  • Garbett, D., & Thomas, L. (2020). Developing inter-collegial friendships to sustain professional wellbeing in the academy. Teachers and Teaching, 26(3–4), 295–306. https://doi.org/10.1080/13540602.2020.1832062
  • Linnér, S., Larsson, L., Gerdin, G., Philpot, R., Schenker, K., Westlie, K., Mordel Moen, K., & Smith, W. (2020). The enactment of social justice in HPE practice: How context(s) comes to matter. Sport, Education and Society, 1–16. https://doi.org/10.1080/13573322.2020.1853092
  • Madden, B. (2015). Pedagogical pathways for Indigenous education with/in teacher education. Teaching and Teacher Education, 51, 1–15. https://doi.org/10.1016/j.tate.2015.05.005
  • Matta, G., Richards, K. A. R., & Hemphill, M. A. (2015). Toward an understanding of the democratic reconceptualization of physical education teacher education in post-military Brazil. Physical Education and Sport Pedagogy, 20(3), 329–345. https://doi.org/10.1080/17408989.2013.837438
  • Ovens, A. (2017). Putting complexity to work to think differently about transformative pedagogies in teacher education. Issues in Teacher Education, 26(3), 38–51. Retrieved March 14, 2021, from http://files.eric.ed.gov/fulltext/EJ1157529.pdf
  • Ovens, A., Garbett, D., & Hutchinson, D. (2016). Becoming teacher: Exploring the transition from student to teacher. In J. Loughran & M. Hamilton (Eds.), International handbook of teacher education, volume 2 (pp. 353–378). Springer.
  • Ovens, A., Hopper, T., & Butler, J. (2013). Complexity thinking in physical education: Reframing curriculum, pedagogy and research. Routledge.
  • Philpot, R., Smith, W., & Ovens, A. (2019). PETE critical pedagogies for a new millennium. Movimento [Movement], 25, e25064, 1–14. https://doi.org/10.22456/1982-8918.95142
  • Sanches Neto, L., & Betti, M. (2008). Convergência e integração: uma proposta para a educação física de 5a à 8a série do ensino fundamental [Convergence and integration: A proposition for elementary physical education classes from 5th to 8th grade]. Revista Brasileira de Educação Física e Esporte [Brazilian Journal of Physical Education and Sport], 22(1), 5–23. https://doi.org/10.1590/S1807-55092008000100001
  • Sanches Neto, L., Conceição, W. L., Okimura-Kerr, T., Venâncio, L., Vogel, A. J. Z., França, A. L., Corsino, L. N., Rodrigues, J. C. R., & Freitas, T. P. (2013). Demandas ambientais na educação física escolar: Perspectivas de adaptação e de transformação [Environmental demands on school physical education: Perspectives towards adaptation and transformation]. Movimento [Movement], 19(4), 309–330. https://doi.org/10.22456/1982-8918.41079
  • Sanches Neto, L., Ovens, A., & Craig, C. J. (2015). Teacher networks as professional knowledge communities: Contributions from a Brazilian autonomous community of teacher-researchers. In D. Garbett & A. Ovens (Eds.), Teaching for tomorrow today (pp. 105–114). Edify.
  • Sousa, C. A., Nogueira, V. A., & Maldonado, D. T. (Eds.). (2019). Educação física escolar e Paulo Freire: Ações e reflexões em tempos de chumbo [School physical education and Paulo Freire: Actions and reflections in times of lead] (Vol. 38). CRV.
  • Tinning, R. (2020). Troubled thoughts on critical pedagogy for PETE. Sport, Education and Society, 25(9), 978–989. https://doi.org/10.1080/13573322.2019.1679105
  • Venâncio, L., & Betti, M. (2015). Relationships to knowledge in one Brazilian public school: What do former students learn from physical education classes? In D. Garbett & A. Ovens (Eds.), Teaching for tomorrow today (pp. 141–148). Edify.
  • Venâncio, L., & Darido, S. C. (2012). A educação física escolar e o projeto político pedagógico: Um processo de construção coletiva a partir da pesquisa-ação [School physical education and political pedagogical project: A collective construction process from the action-research standpoint]. Revista Brasileira de Educação Física e Esporte [Brazilian Journal of Physical Education and Sport], 26(1), 97–109. https://doi.org/10.1590/S1807-55092012000100010

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.