Praxis as Critical Reflection and Transformative Action: A Self-Study after Teaching PE at A Youth Development Center
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| Title: | Praxis as Critical Reflection and Transformative Action: A Self-Study after Teaching PE at A Youth Development Center |
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| Language: | English |
| Authors: | Dixon, Cory E. (ORCID |
| Source: | Sport, Education and Society. 2023 28(4):407-419. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Secondary Education |
| Descriptors: | Transformative Learning, Physical Education, Physical Education Teachers, Teacher Education Programs, Teaching Methods, Vignettes, Field Experience Programs, Teacher Educators, Teacher Attitudes, Reflection, Preservice Teachers, Culturally Relevant Education, College Faculty, African American Teachers, Residential Programs, Youth Programs, Critical Incidents Method, Methods Courses, Secondary School Teachers |
| DOI: | 10.1080/13573322.2022.2031952 |
| ISSN: | 1357-3322 1470-1243 |
| Abstract: | Critical reflection and transformative action in a cyclical rhythm are the fundamental features of the process of praxis (Freire, P. [1970]. Pedagogy of the oppressed. Continuum). A self-study methodology was used to explore the lead researcher's pedagogical experiences teaching at a youth development center (YDC) while utilizing praxis as critical reflection. Those pedagogical experiences included both teaching physical education to the students at the center, and instructing a cohort of Physical Education Teacher Education (PETE) students as they participated in a field experience there. The research question that guided this study was: how have the lead researcher's pedagogical experiences at a YDC prompted praxis? Data were expanded upon in recorded interviews with an experienced colleague who probed and interviewed the lead researcher. Interview data were interpreted using qualitative methods. The findings of this study are derived from the lead researcher's critical reflections and are organized into two major themes: (a) unexpected success prompting praxis: a vignette … and (b) praxis prompting pedagogy as an early teacher educator. The first theme describes the lead researcher's initial experiences while teaching physical education at the YDC. The second theme outlines the lead researcher's critical reflection and pedagogical experiences while teaching preservice teachers using the YDC as a context for a field experience. Lastly, the implications of his pedagogical experiences at the YDC are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1386396 |
| Database: | ERIC |
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| Abstract: | Critical reflection and transformative action in a cyclical rhythm are the fundamental features of the process of praxis (Freire, P. [1970]. Pedagogy of the oppressed. Continuum). A self-study methodology was used to explore the lead researcher's pedagogical experiences teaching at a youth development center (YDC) while utilizing praxis as critical reflection. Those pedagogical experiences included both teaching physical education to the students at the center, and instructing a cohort of Physical Education Teacher Education (PETE) students as they participated in a field experience there. The research question that guided this study was: how have the lead researcher's pedagogical experiences at a YDC prompted praxis? Data were expanded upon in recorded interviews with an experienced colleague who probed and interviewed the lead researcher. Interview data were interpreted using qualitative methods. The findings of this study are derived from the lead researcher's critical reflections and are organized into two major themes: (a) unexpected success prompting praxis: a vignette … and (b) praxis prompting pedagogy as an early teacher educator. The first theme describes the lead researcher's initial experiences while teaching physical education at the YDC. The second theme outlines the lead researcher's critical reflection and pedagogical experiences while teaching preservice teachers using the YDC as a context for a field experience. Lastly, the implications of his pedagogical experiences at the YDC are discussed. |
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| ISSN: | 1357-3322 1470-1243 |
| DOI: | 10.1080/13573322.2022.2031952 |
