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Future Teachers' Beliefs About Diversity in Physical Education: A Phenomenological Study Based on the Analysis of Anecdotes.

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Název: Future Teachers' Beliefs About Diversity in Physical Education: A Phenomenological Study Based on the Analysis of Anecdotes.
Autoři: Carrete-Marín, Núria, Buscà, Francesc
Zdroj: Journal of Teaching in Physical Education; Oct2025, Vol. 44 Issue 4, p714-724, 11p
Témata: PHYSICAL education, STUDENT teachers, RACE discrimination, DIVERSITY in the workplace, ANECDOTES, GENDER stereotypes, TEACHING methods, PHENOMENOLOGY
Geografický termín: SPAIN
Abstrakt: This paper describes preservice teachers' beliefs regarding respect for diversity in physical education (PE) based on short-written anecdotes about their experience of PE during primary or secondary education. Using Atlas-Ti software, a phenomenological approach was applied to analyze 194 short-written anecdotes produced by students in their teaching training plan to become primary school teachers in Spain. The anecdotes described positive and negative experiences, with negative ones slightly predominating. While the positive experiences generally reflected overall impressions of having enjoyed doing physical activities or playing games, negative memories were often associated with having experienced or witnessed discriminatory attitudes or behaviors linked to stereotypes about gender or physical skill level. The physical fitness- and sport-oriented model of PE appears to lie at the root of most negative PE-related memories. Preservice teachers reflect a keen desire to apply a pedagogical approach in their future careers in which PE plays a role in fostering alternative worldviews and learning at school. [ABSTRACT FROM AUTHOR]
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Abstrakt:This paper describes preservice teachers' beliefs regarding respect for diversity in physical education (PE) based on short-written anecdotes about their experience of PE during primary or secondary education. Using Atlas-Ti software, a phenomenological approach was applied to analyze 194 short-written anecdotes produced by students in their teaching training plan to become primary school teachers in Spain. The anecdotes described positive and negative experiences, with negative ones slightly predominating. While the positive experiences generally reflected overall impressions of having enjoyed doing physical activities or playing games, negative memories were often associated with having experienced or witnessed discriminatory attitudes or behaviors linked to stereotypes about gender or physical skill level. The physical fitness- and sport-oriented model of PE appears to lie at the root of most negative PE-related memories. Preservice teachers reflect a keen desire to apply a pedagogical approach in their future careers in which PE plays a role in fostering alternative worldviews and learning at school. [ABSTRACT FROM AUTHOR]
ISSN:02735024
DOI:10.1123/jtpe.2023-0259