View in EDS

Ethnography and Physical Education Teacher Education: Habitus That Matters.

Saved in:
Bibliographic Details
Title: Ethnography and Physical Education Teacher Education: Habitus That Matters.
Authors: Clark, Langston
Source: Journal of Teaching in Physical Education; Oct2025, Vol. 44 Issue 4, p744-751, 8p
Subject Terms: PHYSICAL education, TEACHER education, RECIPROCITY (Psychology), UNIVERSITY research, SCHOLARLY method, WORLDVIEW, ETHNOGRAPHIC analysis, PARTICIPANT observation
Abstract: In this paper, the author delves into the transformative nature of ethnographic research methodologies, going beyond their theoretical and epistemological dimensions. Beginning with an exploration of the marginal or insignificant status of physical education teacher education scholars, historical examples are presented to highlight scholars who have defied traditional scholarly boundaries. A generic overview of ethnography is provided, followed by a more nuanced analysis of how ethnographic methodology can, if done with appropriate reciprocity and reflexivity, innately reshape scholars' habitus through participant observation. Contemporary scholars are highlighted as exemplars whose transformed habitus has propelled their scholarship beyond academic norms. The author argues that while scholarly endeavors traditionally generate new knowledge, the practice of ethnography can also catalyze personal transformation for scholars, ultimately infusing their work with increased significance and impact in the field of physical education teacher education. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Teaching in Physical Education is the property of Human Kinetics Publishers, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Complementary Index
Description
Abstract:In this paper, the author delves into the transformative nature of ethnographic research methodologies, going beyond their theoretical and epistemological dimensions. Beginning with an exploration of the marginal or insignificant status of physical education teacher education scholars, historical examples are presented to highlight scholars who have defied traditional scholarly boundaries. A generic overview of ethnography is provided, followed by a more nuanced analysis of how ethnographic methodology can, if done with appropriate reciprocity and reflexivity, innately reshape scholars' habitus through participant observation. Contemporary scholars are highlighted as exemplars whose transformed habitus has propelled their scholarship beyond academic norms. The author argues that while scholarly endeavors traditionally generate new knowledge, the practice of ethnography can also catalyze personal transformation for scholars, ultimately infusing their work with increased significance and impact in the field of physical education teacher education. [ABSTRACT FROM AUTHOR]
ISSN:02735024
DOI:10.1123/jtpe.2023-0366