ABSTRACT

This special edition is about the complexities of Physical Education Teacher Education (PETE) and focusses on the unique and often underrepresented setting of Brazil. All researchers in PETE deal with complexity; we acknowledge that is the nature of doing research. But since the 1990s there has been a growing awareness of the need to think about complexity in different ways (Ovens [2017]. Putting complexity to work to think differently about transformative pedagogies in teacher education. Issues in Teacher Education, 26(3), 38–51. Retrieved March 14, 2021, from http://files.eric.ed.gov/fulltext/EJ1157529.pdf; Ovens et al. [2013]. Complexity thinking in physical education: Reframing curriculum, pedagogy and research. Routledge). In particular, there has been increased resistance to overly reductionist forms of research that seek certainty and generalisability. What has emerged is the need for increased attention to the social–cultural–material environments in which teacher education takes place, particularly in the way such environments are agentic in constituting phenomena such as PETE. There has also been an appreciation that the essence of such phenomena cannot be distilled from the messiness of its context and generalised unproblematically. Such an awareness has provoked researchers to engage in more generative ways with the multidimensional, relational, dynamic and unpredictable nature of educational practice. Alongside this is the need to represent and document the diversity of PETE practices in order to understand how those practices emerge from, respond to, and consist of multiple connections, configurations, agents, interpretations and meanings.

摘要

这个特别版是关于体育教师教育 (PETE) 的复杂性，并专注于巴西独特且经常被忽视的环境。PETE 的所有研究人员都在处理复杂性；我们承认这是做研究的本质。但自 1990 年代以来，人们越来越意识到需要以不同的方式思考复杂性（Ovens [2017]。将复杂性付诸实践，以不同方式思考教师教育中的变革性教学法。教师教育问题，26（3）， 38–51. 2021 年 3 月 14 日检索，来自 http://files.eric.ed.gov/fulltext/EJ1157529.pdf; Ovens 等人 [2013].体育教育中的复杂性思维：重新规划课程、教学法和研究. 劳特利奇）。尤其是，对寻求确定性和普遍性的过度简化的研究形式的抵制越来越强烈。出现的情况是需要更多地关注教师教育发生的社会-文化-物质环境，特别是这些环境在构成诸如 PETE 之类的现象中的作用方式。也有人认为，此类现象的本质不能从混乱的上下文中提炼出来，也不能毫无问题地概括。这种意识促使研究人员以更具生成性的方式参与教育实践的多维、关联、动态和不可预测的性质。除此之外，还需要代表和记录 PETE 实践的多样性，以了解这些实践是如何产生的，