Transformative pedagogical practices, teacher educators could employ, to affect the perspectives and practices of preservice teachers

Numerous scholars have argued that it is time physical education addressed issues of diversity and included a social justice lens to bridge social inequality in schools (Harrison & Clark, 2016; Rovengo, 2008). Thus, teacher... [ view full abstract ]

Numerous scholars have argued that it is time physical education addressed issues of diversity and included a social justice lens to bridge social inequality in schools (Harrison & Clark, 2016; Rovengo, 2008). Thus, teacher education is morally and ethically bound to address issues of race, equity and promote social change (Cochrane-Smith & Zeichner, 2005). This is needed to raise the consciousness of multiple oppressors (power and social relations, political and economic factors, dominant and subordinate group discourses) in physical education (Azzarito, Macdonald, Dagkas, & Fisette, 2017). Teacher educators are encouraged to engage with issues of diversity and difference by becoming transformative pedagogical educators (Fernandez-Balboa, 1993). Transformative pedagogy is an activist pedagogy which empowers students to examine their beliefs, values, and knowledge in the hope to develop critical conscious agency through reflection and appreciation of multiple perspectives (Tinning, 2017). Physical education scholars have identified challenges in engaging with transformative pedagogies that include: lacking pedagogical and content knowledge (Fernandez-Balboa, 1995, 1997); pre-service teachers not being able to put perspectives into practice (Gerdin, Philpot, & Smith, 2016); and critical content having no impact on preservice teachers (Curtner-Smith & Sofo, 2004). This presentation hopes to illuminate pedagogies, content, and organizational structures that teacher educators can engage with, for transformative learning experiences to occur. Whilst transformative pedagogy is a teaching approach (Ukpokodu, 2009), the presenter recognizes it cannot be reduced to a set of methods and there is no right/single way to engage with transformative practice as it is attained simultaneously with students in the context.