Kicking at the habitus: students’ reading of critical pedagogy in PETE-Reference-Cited by-同舟云学术

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Kicking at the habitus: students’ reading of critical pedagogy in PETE

Published:2020-02-28 Issue:5 Volume:26 Page:445-458
ISSN:1357-3322
Container-title:Sport, Education and Society
language:en
Short-container-title:Sport, Education and Society

Author:

Philpot Rod¹^ORCID,Smith Wayne¹,Tinning Richard²³

Affiliation:

1. Faculty of Education and Social Work, School of Curriculum and Pedagogy, University of Auckland, Auckland, New Zealand

2. School of Human Movement and Nutrition Studies, University of Queensland, Brisbane, QLD, Australia

3. School of Education, Health and Social Science, Dalarna University, Falun, Sweden

Publisher

Informa UK Limited

Subject

Education,Physical Therapy, Sports Therapy and Rehabilitation,Orthopedics and Sports Medicine

Link

https://www.tandfonline.com/doi/pdf/10.1080/13573322.2020.1733956

Reference62 articles.

1. Framing bodies of knowledge within the ‘acoustics’ of the school: exploring pedagogical transition through newly qualified Physical Education teacher experiences

2. A reconceptualization of physical education: The intersection of gender/race/social class

Cited by 8 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Discourses of resistance: pre-service teachers’ reflections on the challenges of inclusion in physical education;Sport, Education and Society;2024-04-09

2. Applying the concept of ‘PE-for-sport-literacy’: exploring pre-service teacher identities with a new way of teaching sport;Sport, Education and Society;2024-02-22

3. deportigualízate: enacting critical intersectional feminist pedagogy in Spanish PESTE;Physical Education and Sport Pedagogy;2023-11-22

4. Social justice knowledge construction among physical education teacher educators: the value of personal, professional, and educational experiences;Physical Education and Sport Pedagogy;2022-09-20

5. Informal learning contexts in the construction of physical education student teachers’ professional identity;European Physical Education Review;2022-06-06

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