Adapting the boundaries in primary physical education: an account of my learning, my educational influence and improved practice

Pearson, Julie (2011) Adapting the boundaries in primary physical education: an account of my learning, my educational influence and improved practice. Educational Action Research, 19 (4). pp. 503-515. ISSN 0965-0792

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Official URL: http://dx.doi.org/10.1080/09650792.2011.625701

Abstract

In this paper I explore how I have come to theorise my work as a critical emancipatory practice as a lecturer in primary physical education (PE). I give an account of what I understand to be the epistemological foundations and practices of practitioner research and my potential educational influence in my own and other practitioner-researchers’ learning. I explain how I have generated my living educational theory of practice and discuss the changes in my learning from a propositional approach towards a dynamic epistemology of practice that is grounded in inclusional and dialogical ways of knowing. Within my paper I position myself as a professional educator and researcher, and share the exciting and transformational experiences of teaching and learning in evolving action research cycles of practice. I view my learning to date as an active act, working with the novice teachers I support to offer improvement and change in our future practice. I celebrate my reconceptualised view of education as a learner from within my practice and explain my move from knowledge transfer to knowledge co-creation. I make an original contribution to educational knowledge by explaining how I try to inspire others to research their practice and contribute to a new scholarship of educational enquiry.

Item Type: Journal Article
Uncontrolled Keywords: deconstruction, enablement, transformation, living theory, physical education, initial teacher education
Subjects: 300 Social sciences > 372 Primary education
School/Department: School of Education, Theology and Leadership
Depositing User: Catherine O'Sullivan
Date Deposited: 12 Aug 2014 15:01
Last Modified: 12 Aug 2014 15:01
URI: http://research.stmarys.ac.uk/id/eprint/743

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