“They May Be a Level One Student, But I Love Them All”: Preservice Teachers Negotiating Inclusion and Diversity in Their Classes

in Journal of Teaching in Physical Education
Corina van Doodewaard * , 1 , 2
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  • 1 Utrecht University
  • 2 Windesheim University of Applied Sciences
DOI:
https://doi.org/10.1123/jtpe.2020-0042
Keywords:
discourses; professionalism; teacher education
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Ahead of Print
Pages:
1–9
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Teachers are continually pressured to professionalize and to adopt measures that enhance inclusion and diversity. Professionalism can, however, have various meanings; each meaning has its own conceptualization of and approach to inclusion. The purpose of this paper is to explore how preservice teachers in physical education negotiate discourses about professionalism and how they attempt to use them to practice inclusion. Eleven Dutch preservice teachers participated in video-stimulated interviews and elaborated on their understandings of inclusion and diversity in physical education. By applying a Foucauldian lens to their understandings, the author reveals some of the complexities they encountered while being subjected to and/or positioned as agents in competing discursive practices of professionalism. The paper concludes by addressing the challenges generated from this work for future schooling practices and research in physical education teacher education.

The author (CL.van.Doodewaard@windesheim.nl) is with the Utrecht University School of Governance, Utrecht University, Utrecht, The Netherlands; and Human Movement and Education Research Centre, Windesheim University of Applied Sciences, Zwolle, The Netherlands.

Journal of Teaching in Physical Education

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