Abstract
In this chapter I explore the transitions and transformations involved in my quest to develop a pedagogy of critical theorising as a physical educator working in teacher education. I draw on writing as a method of inquiry, employing performative writing as a contemplative practice to reflect on the trajectory of my professional biography and the significant transitions involved. The narrative helps highlight that becoming a teacher educator is not a process made against a static backdrop, but is the result of living in and being part of a constantly changing personal and professional context; of being challenged by and challenging the status quo; of giving myself the license to experiment and enact what I believe to be good teaching. When one is enabled in this way, I believe we are in an effective position to confront the forms of rationalism that work against our ability to actually enact a pedagogy of critical theorising in a meaningful way.
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Ovens, A. (2016). A Quest for a Pedagogy of Critical Theorising in Physical Education Teacher Education: One Physical Educator’s Journey. In: Williams, J., Hayler, M. (eds) Professional Learning Through Transitions and Transformations. Self-Study of Teaching and Teacher Education Practices, vol 15. Springer, Cham. https://doi.org/10.1007/978-3-319-22029-1_9
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DOI: https://doi.org/10.1007/978-3-319-22029-1_9
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