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Kimberly L. Oliver and Rosary Lalik

Drawing on poststructuralism and related theoretical perspectives, we worked in girls’ physical education classes to examine the development and implementation of a curriculum strand focusing on girls’ bodies. The purpose was to help adolescent girls name the discourses that shape their lives and regulate their bodies. We asked two major questions: What were the major tasks actually used during the enactment of the curriculum strand? and: What issues and concerns emerged for us as we enacted the strand and how did we respond? This study took place in a 7th–12th grade rural high school in the southern United States. We collected data during the 2000–2001 school year in three girls’ physical education classes. We conducted 14 sessions for each class and analyzed our data using the constant comparison method. Several issues emerged including: making the curriculum meaningful, offsetting task difficulties, sustaining ethical relationships, and lessening interference of research culture.

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Richard I. Tinning

Student teaching as a significant part of the professional development of physical education teachers is implicated in the general failure of teacher education to adequately prepare teachers who can envision a world of schooling that is any different from the present one. This paper argues that the dominant pedagogy of student teaching is inherently conservative, is characterized by technical rationality, and embraces an outmoded view of professional knowledge. The adoption of a critical-inquiry perspective in student teaching is offered as a possible alternative.

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Chan Woong Park and Matthew D. Curtner-Smith

Current orientation to PETE Behavioristic, traditional/craft, critical inquiry Behavioristic, traditional/craft, critical inquiry Behavioristic, traditional/craft Behavioristic, traditional/craft, critical inquiry Behavioristic, traditional/craft, critical inquiry Behavioristic, traditional

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John Williams and Shane Pill

critical inquiry approach ( ACARA, 2016 ). Value movement describes the study of movement in broad terms and, in our unit of work, we wanted to demonstrate the sociocultural acknowledgment of movement described within this key idea. In embracing the second key idea, take a strengths-based approach , we

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Shane Pill, Brendon Hyndman, Brendan SueSee, and John Williams

dominance of critical inquiry in PE research has the potential to present a skewed perception of the pedagogical work of PE teachers unless there is research demonstration of both alternative and pedagogically robust PE programs for the field to learn from ( Pill, 2016b ). Appreciative inquiry was

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Anne O’Dwyer and Richard Bowles

context. Coach learning requires challenging assumptions, critical inquiry, and innovative thinking ( Paquette & Trudel, 2018 ). This Insight paper responds to their call by evidencing coach learning using the methodology. Challenges of Coach Learning Given the complexity of coaching ( Côté & Gilbert

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Weidong Li, Xiuye Xie, and Huanyu Li

, D. MacDonald , & L. Burrows (Eds.), Critical inquiry and problem solving in physical education (pp.  49 – 61 ). New York, NY : Routledge . Bereiter , C. ( 1990 ). Aspects of an educational learning theory . Review of Educational Research, 60 , 603 – 624 . doi:10

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Donal Howley and Mary O’Sullivan

). Analyzing qualitative data . London, UK : Sage . 10.4135/9781849208574 Glasby , T. , & Macdonald , D. ( 2004 ). Negotiating the curriculum: Challenging the social relationships in teaching . In J. Wright , D. MacDonald , & L. Burrows (Eds.), Critical inquiry and problem solving in physical

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Leah K. May and Matthew D. Curtner-Smith

interested in social reconstruction and ecological integration were drawn to the critical inquiry orientation ( Zeichner, 1983 ) to PETE ( Lee & Curtner-Smith, 2011 ; Merrem & Curtner-Smith, 2018 ; Park & Curtner-Smith, 2018b ). Conversely, those who prioritized disciplinary mastery exclusively, or

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Phillip Ward, Hans van der Mars, Murray F. Mitchell, and Hal A. Lawson

. Given the digital nature of the world in terms of information access, this represents an important focus of the curriculum. Finally, the Australian curriculum focuses on engaging students in a critical inquiry approach, requiring students to research, analyze, apply, and critique knowledge in health and