ABSTRACT

Background: Becoming a PE teacher is a multifaceted process that involves many complexities and contextual specificities. Entering their physical education teacher education (PETE) programme, student teachers are in a vulnerable position as they are uncertain of their professional subjectivities. During their PETE programme, students are introduced to different understandings and practises regarding the body. However, the importance of the body in the development of leadership and relational competence has not yet played a prominent role in PETE or its research.

Purpose: Drawing on the concept of embodied professional competence developed by Winther [(2012). Det Professionspersonlige – om kroppen som klangbund i professionel kommunikation. Værløse: Billesø & Baltzer], this paper aims to provide insight into the importance of unpacking embodiment with PETE students to develop their understanding of how their body influences their leadership [embodied professional competence]. More specifically, the question guiding this article is: How can a focus on bodily experiences contribute to developing PETE students’ embodied professional competence? Our overall goal has been to create a more embodied approach to working with PETE students to develop their (embodied) understanding of their professional development and (practice of) embodied pedagogies in physical education.

Methods: This is a combined teaching and research project focusing on PETE students’ professional competence. All PETE students participated in two teaching series involving them in micro-teaching and reflections upon their bodily experiences and communication while teaching. Hence, the data consists of the PETE students’ subsequent written reflections.

Findings: Analysis of the material revealed that reflecting upon their bodily experiences with micro-teaching requires the PETE students to be involved in a process of developing their embodied professional competence. Through the teaching series, they were given the opportunity to explore and learn how to teach. In a safe community, the PETE students could be vulnerable and make mistakes while developing their embodied professional competence.

Conclusions: We argue for the importance of integrating PETE students’ bodily experiences into the PETE programme. The study highlights that learning how to reflect upon bodily experiences and share them in a safe community provides an excellent starting point for further development of the PETE students’ professional teaching identities.

摘要

背景：成为一名体育教师是一个多方面的过程，涉及许多复杂性和具体情况。进入体育教师教育（PETE）项目后，见习教师处于弱势地位，因为他们对自己的专业主体性不确定。在 PETE 课程中，学生将了解有关身体的不同理解和实践。然而，身体在领导力和关系能力发展中的重要性在 PETE 或其研究中尚未发挥突出作用。

目的：借鉴Winther [（2012）提出的体现专业能力的概念。Det Professionspersonlige – om kroppen som klangbund i professionalel kommunikation。Værløse: Billesø & Baltzer]，本文旨在深入了解 PETE 学生解开体现的重要性，以加深他们对自己的身体如何影响其领导力 [体现专业能力] 的理解。更具体地说，本文的指导问题是：对身体体验的关注如何有助于培养 PETE 学生的具体专业能力？我们的总体目标是创造一种更具体的方法来与 PETE 学生合作，以培养他们对职业发展的（具体）理解和体育教学中的具体教学法（实践）。

方法：这是一个注重PETE学生专业能力的教学和研究相结合的项目。所有 PETE 学生都参加了两个教学系列，其中包括微教学以及对教学时身体体验和交流的反思。因此，数据由 PETE 学生随后的书面反思组成。

结果：对材料的分析表明，反思微教学的身体体验需要 PETE 学生参与发展其具体专业能力的过程。通过系列教学，他们有机会探索和学习如何教学。在一个安全的社区中，PETE 学生在发展其具体专业能力时可能会很脆弱并犯错误。

结论：我们认为将 PETE 学生的身体体验融入 PETE 计划的重要性。该研究强调，学习如何反思身体体验并在安全的社区中分享它们，为 PETE 学生专业教学身份的进一步发展提供了一个极好的起点。