PHYSED-ACADEMY: AN ERASMUS PROJECT FOCUSING ON TEACHER EDUCATION SIGNATURE PEDAGOGIES IN PHYSICAL EDUCATION
PHYSED-ACADEMY: AN ERASMUS PROJECT FOCUSING ON TEACHER EDUCATION SIGNATURE PEDAGOGIES IN PHYSICAL EDUCATION

Summary/Abstract: This Erasmus + project has a primary outcome of developing and testing a set of signature pedagogies that can be used across physical education teacher education in Europe and around the world. These pedagogies will foster equitable outcomes in physical education for pre-service and in-service teachers in their ongoing professional learning. A systematic review of literature and testing of signature pedagogies in physical education has taken place in seven European nations. Three signature pedagogies of teacher education in physical education across international contexts are identified and presented in terms of their surface, deep and implicit structure, including: (auto)biographical pedagogies, experiential pedagogies, and pedagogies of professional learning. This project has explored the similarities and differences between each of the three groups of pedagogies and what makes a pedagogy of teacher education in physical education distinct from a pedagogy of teacher education more broadly. This project offers a preliminary shared language of teacher education pedagogies in the field of physical education and is intended to open a dialogue around preparing and supporting pre-service teachers, in-service teachers, and teacher educators in the context of physical education, with the aim of ensuring more authentic, transformative and equitable teacher education practices in physical education.This Erasmus + project has a primary outcome of developing and testing a set of signature pedagogies that can be used across physical education teacher education in Europe and around the world. These pedagogies will foster equitable outcomes in physical education for pre-service and in-service teachers in their ongoing professional learning. A systematic review of literature and testing of signature pedagogies in physical education has taken place in seven European nations. Three signature pedagogies of teacher education in physical education across international contexts are identified and presented in terms of their surface, deep and implicit structure, including: (auto)biographical pedagogies, experiential pedagogies, and pedagogies of professional learning. This project has explored the similarities and differences between each of the three groups of pedagogies and what makes a pedagogy of teacher education in physical education distinct from a pedagogy of teacher education more broadly. This project offers a preliminary shared language of teacher education pedagogies in the field of physical education and is intended to open a dialogue around preparing and supporting pre-service teachers, in-service teachers, and teacher educators in the context of physical education, with the aim of ensuring more authentic, transformative and equitable teacher education practices in physical education.

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