Students in physical education doctoral programs can be more completely educated through interdisciplinary collaboration. According to Todorovich et al. (2015), disciplines related to physical education in doctoral programs should include health education and promotion. Interdisciplinary experiences in doctoral coursework provide a more complete health-focused education. While doctoral education provides interdisciplinary experiences through content design, diverse student backgrounds may offer enhanced learning opportunities. Therefore, the purpose of this case study is to examine the transformative learning that occurred during an interdisciplinary-focused doctoral course taken by students from health-diverse personal and professional backgrounds.
The doctoral course was designed to provide theory and practice in physical education and health teaching strategies. The students (n=4) in this course were from very different backgrounds: a health educator from Russia, a Libyan student with public health experience, an adapted physical education teacher in the US, and an elementary physical education teacher in the US. The researchers utilized content analysis and within-case analysis to explore transformative learning through diverse ethnic and disciplinary backgrounds. Data were collected through reflections on teaching and learning, reviews and presentations of teaching models, creation of teaching scenarios, and application of theoretical models to educational scenarios.
Mezirow's transformative learning theory concepts of content, process, and premise critical reflection are addressed. The influence of diverse personal and professional experiences was evident in the data. Transformative learning occurred as students extended beyond known experiences when they learned about different teaching settings and situations. The following themes were found: reflectivity toward conscious physical education and health teaching practice, enhanced view of teaching health, improved sense of support institutions, and improved confidence toward risks and experimentation during teaching. Collaboration with colleagues outside of one’s typical discipline may help physical and health educators connect with diverse societal objectives for teaching physical education, physical activity, health, and wellbeing.
• Transformative learning and teaching in physical education and sports pedagogy , • Innovative perspectives on physical education, physical activity, health and wellbeing a
