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Reflecting on the Possibilities for Self-Study in Physical Education

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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

In this conclusion to the book, we want to reflect upon and critique the potential of self-study in the field of physical education. While Tinning and O’Sullivan have commented on the value of self-study in addressing the emerging conflicts, dilemmas, and incongruities arising within the pedagogies for contemporary physical education practice, in this chapter we want to consider how self-studies of physical education make contributions to the broader field of teaching and teacher education practices. In doing so, we suggest that the implications of self-study research extend well beyond the individual people who carry out the research, and the programs and contexts in which they work. In other words, we argue that self-study research offers valuable contributions to expanding conversations, knowledge, and understanding of teaching and teacher education practices (Clift 2004).

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Authors and Affiliations

  1. Brock University, St. Catharines, ON, Canada

    Tim Fletcher

  2. University of Auckland, Auckland, New Zealand

    Alan Ovens

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  1. Tim Fletcher
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  2. Alan Ovens
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Correspondence to Tim Fletcher .

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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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Fletcher, T., Ovens, A. (2014). Reflecting on the Possibilities for Self-Study in Physical Education. 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_14

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