Teacher Educators' Views about Social Justice Pedagogies in Physical Education Teacher Education

Joe Burden, Samuel Hodge, Louis Harrison
2012 Journal of Curriculum and Teaching  
The purpose of this study was to analyze PETE teacher educators" views about the application of concepts and content reflecting social justice pedagogies in preparing teacher candidates. Participants were eight PETE teacher educators from five universities in the Northeastern region of the United States. The research paradigm was qualitative descriptive using a multisite interview design (Gay, 1996) positioned in the theoretical orientations of cultural responsiveness and relevancy in teaching
more » ... Gay, 2000; Ladson-Billings, 1992) . The primary data source was interviewing. Interview data were analyzed with constant comparative method (Merriam, 1998). The following thematic clusters were extracted from the data: (a) views about student difference, (b) neglects, fears, and uncertainties, and (c) strategies approaching cultural responsiveness. These interrelated thematic clusters had influence on the educators' praxis. Moreover, their views ranged from ethnocentric to transitional toward cultural awareness and had salient influence. The findings and recommendations are discussed. Published by Sciedu Press  It acknowledges the legitimacy of the cultural heritages of different ethnic groups, both as legacies that affect students" dispositions, attitudes, and approaches to learning and as worthy content to be taught in the formal curriculum.  It builds bridges of meaningfulness between home and school experiences as well as between academic abstractions and lived sociocultural realities. Published by Sciedu Press 11 Ethnocentric beliefs. Four participants held normative beliefs (ethnocentric) and failed to recognize how ethnic and cultural differences influence students" learning. For example, Jerry explained that he believes students are similar and should all be taught the same way despite their racial/ethnic backgrounds. He said, I almost had to literally intervene in situations in which students even though they don"t say it they do, demonstrate it, They do behave in such a way that you see that there is some type of preference. For example
doi:10.5430/jct.v1n1p6 fatcat:mpbhwx5jnvhupegoyulbd3mjim