School physical education (PE) is influenced by different discourses that play a crucial role not only in the (re)production of PE practices but also in shaping teacher subjectivities. This paper aims to explore how a PE teacher responds to, lives, and negotiates his embodied professional subjectivity over time. To achieve this, we employ an autobiographical approach to delve into the first author’s life story of becoming and being a PE teacher over time, grappling with the unease generated by the knowledge that his body may have an “expiry date.” Through narrative analysis, we discuss and reflect on the complex experience of teaching a physical and corporeal subject such as PE, focusing on four themes: (1)reflecting his life as a PE teacher“the young, healthy and athletic body,” (2) “the uncertain body,” (3) “the precarious body,” and (4) “the shut-up and just-do-it body.”
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- Author: Gustavo González-Calvo x
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Bodily Uncertainty, Precarious Body: An Embodied Narrative of a Physical Education Teacher From an Autobiographical Perspective
Gustavo González-Calvo and Göran Gerdin
Transcultural Impact of Learning to Teach Sport Education on Preservice Teachers’ Perceived Teaching Competence, Autonomy, and Academic Motivation
David Hortigüela-Alcalá, Antonio Calderón, and Gustavo González-Calvo
Purpose: To compare the impact of the experience of learning to teach sport education on preservice teachers’ (from Spain, Chile, and Mexico) perceived professional competence, autonomy, and academic motivation and to explore participants’ perceptions of their country’s sociocultural and curricular aspects that may influence sport education implementation. Method: Framed by the “pedagogy of dialogue” and a “living the curriculum” approach, three consecutive miniseasons on alternative invasion games were enacted (n = 30 lessons). A quasi-experimental pre- and posttest mixed-methods design was followed, with a total of 163 preservice teachers. The quantitative data on preservice teachers’ teaching competence, autonomy, and academic motivation were collected through three validated questionnaires. Focus group interviews and field notes were used to gather qualitative information. Results: The main quantitative analysis exposed no relevant differences among the transcultural sample of preservice teachers related to the analyzed variables. Qualitative analysis showed the power of contextual factors to filter preservice teachers’ understanding of the model. Conclusions: The dialogical nature of the approach and the miniseason structure allowed the preservice teachers to achieve a better understanding of the pedagogy of sport education and to optimize their motivation to use it in the future. The rigidity of the national curriculum and the custodial nature of school reality, however, present strong barriers to this end.
