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Becoming a Teacher Educator: Legitimate Participation and the Reflexivity of Being Situated

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Self-Study in Physical Education Teacher Education

Part of the book series: Self-Study of Teaching and Teacher Education Practices ((STEP,volume 13))

Abstract

My entry to, and development in, physical education teacher education (PETE) is mapped to Lave and Wenger’s (Situated learning: legitimate peripheral participation. Cambridge University Press, Cambridge, 1991) concept of legitimate peripheral participation (LPP). The intention is to encourage physical education teacher educators to consider utilising the concept of LPP to guide self-study that explores the extent to which their learning trajectory enhances or inhibits the move towards full participation in a PETE community of practice (whatever that is determined to be). The chapter examines the experiences and challenges faced as I strove towards investing in a professional PETE community that resided within a university department.

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Author information

Authors and Affiliations

  1. University of Limerick, Limerick, Ireland

    Ann MacPhail

Authors
  1. Ann MacPhail
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Correspondence to Ann MacPhail .

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Editors and Affiliations

  1. University of Auckland, Auckland, Auckland, New Zealand

    Alan Ovens

  2. Brock University, St. Catharines, Ontario, Canada

    Tim Fletcher

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MacPhail, A. (2014). Becoming a Teacher Educator: Legitimate Participation and the Reflexivity of Being Situated. In: Ovens, A., Fletcher, T. (eds) Self-Study in Physical Education Teacher Education. Self-Study of Teaching and Teacher Education Practices, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-319-05663-0_4

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