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Negotiating tensions in identity: from physical education teacher educator to academic leader
Sport, Education and Society ( IF 2.9 ) Pub Date : 2021-04-06 , DOI: 10.1080/13573322.2021.1907326
Chris North 1 , Kevin Patton 2 , Maura Coulter 3
Affiliation  

ABSTRACT

Academics in Physical Education Teacher Education (PETE), similar to their counterparts in other disciplines, receive little formal preparation when they take on academic leadership positions. Yet such career changes require different skill sets and expose academics to complex challenges of leadership. We (three academics) initiated this study to explore the implications of academic leadership positions for our PETE identities. We wished to unpack the consequences of taking on these leadership roles, or our ‘desire to become more’ and ‘to better understand’ (Ovens, A., & Fletcher, T. (2014). Doing self-study: The art of turning inquiry on yourself. In A. Ovens & T. Fletcher (Eds.), Self-study in physical education teacher education: Exploring the interplay of practice and scholarship (Vol. 13, pp. 3–14). London: Springer, p. 7). This research used a collective self-study methodology and drew on Skype meetings, reflections, critical friend prompts and emails. We present our findings as coming to view identity changes as tensions: bridging between roles; competing identities; identity as stable or malleable; and educator or fiscal manager. Gee’s four identity perspectives including natural, institutional, discursive and affinity are used to unpack these tensions. While challenges associated with our role change persist, collective S-STEP was critical to understanding ourselves, the tensions experienced, and navigating the gaps between PETE and academic leadership.



中文翻译:

协商身份的紧张局势:从体育教师教育者到学术领袖

摘要

体育教师教育 (PETE) 的学者与其他学科的同行类似,在担任学术领导职位时几乎没有接受正式的准备。然而,这种职业转变需要不同的技能组合,并使学者面临领导力的复杂挑战。我们(三位学者)发起了这项研究,以探索学术领导职位对我们 PETE 身份的影响。我们希望了解担任这些领导角色的后果,或者我们“渴望变得更多”和“更好地理解”(Ovens, A., & Fletcher, T. (2014). 进行自学:对自己进行探究。A. Ovens & T. Fletcher (Eds.),体育教师教育自学:探索实践与学术的相互作用(第 13 卷,第 3-14 页)。伦敦:斯普林格,p。7)。这项研究采用了集体自学方法,并利用了 Skype 会议、反思、批判性朋友提示和电子邮件。我们将我们的研究结果视为将身份变化视为张力:角色之间的桥梁;相互竞争的身份;身份是稳定的或可塑的;和教育工作者或财务经理。Gee 的四个身份视角,包括自然、制度、话语和亲和力,被用来解开这些紧张关系。虽然与我们的角色转变相关的挑战仍然存在,但集体 S-STEP 对于了解我们自己、所经历的紧张局势以及弥合 PETE 和学术领导之间的差距至关重要。

更新日期:2021-04-06
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