Abstracts
Abstract
This paper describes results from a study that arose to explore, alongside Aboriginal teacher candidates, emerging physical education (PE) practical theory utilizing reflective journaling practices. Practical theory can be described as an individual’s personal and dynamic set of values, knowledge, and experience that guides, in part, teaching choices and behaviours. In the thematic analysis of teacher candidates’ reflective journals, care was taken to honour and confirm the voices of nine Aboriginal teacher candidates. Four key themes were identified: marginality (foreign activities and stereotypical expectations), cultural preservation through PE, Elder involvement in PE, and looking to the future. The results may serve to inform those with an interest in reflective practices in physical education teacher education (PETE) and/or Aboriginal teacher education.
Résumé
Le présent document décrit les résultats d’une étude qui visait à explorer, en collaboration avec des étudiants autochtones en enseignement, la théorie pratique émergente de l’éducation physique (EP) à l’aide de pratiques de tenue d’un journal réflexif. La théorie pratique peut être décrite comme l’ensemble personnel et dynamique de valeurs, de connaissances et d’expériences d’une personne qui guide, en partie, les choix et les comportements pédagogiques. Dans l’analyse thématique des journaux de réflexion des étudiantes et étudiants en enseignement, on a pris soin d’honorer et de confirmer les voix de neuf étudiantes et étudiants autochtones. Quatre thèmes clés ont été identifiés : la marginalité (activités étrangères et attentes stéréotypées), la préservation de la culture par l’éducation physique, l’engagement des aînés dans l’éducation physique et le regard vers l’avenir. Les résultats peuvent servir à informer les personnes qui s’intéressent aux pratiques de réflexion dans la formation à l’éducation physique et à la formation à l’enseignement de l’éducation physique (FEEP) ou à la formation à l’enseignement des Autochtones.
Appendices
Bibliography
- Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. Prepared for the National Working Group on Education and the Minister of Indian Affairs. Ottawa, ON: Indian and Northern Affairs Canada (INAC).
- Battiste, M., & McLean, S. (2005). State of First Nations learning. Prepared for the Canadian Council on Learning. Saskatoon, SK: Aboriginal Education Research Centre.
- Bernard, H. R., & Ryan, G. W. (1998). Qualitative and quantitative methods of text analysis. In H. R. Bernard (Ed.), Handbook of research methods in cultural anthropology (pp. 595-646). Walnut Creek, CA: AltaMira.
- Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage.
- Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.
- Cajete, G. (2008). Sites of strength in Indigenous research. In M. Villegas, S. R. Rak Neugebauer, & K. R. Venegas (Eds.), Indigenous knowledge and education (pp. 204-210). Cambridge, MA: Harvard Educational Press.
- Champagne, L. (2006). Physical education teachers as allies to aboriginal students: Dimensions of social consciousness (Unpublished master’s thesis). University of Manitoba, Winnipeg, MB.
- Cherubini, L. (2016). The Ontario (Canada) Ministry of Education’s A Solid Foundation document: An extended commentary. British Journal of Education, 14(3), 1-10.
- Cherubini, L., & Barrett, J. M. (2014). Teaching and learning in remote northern Ontario schools: Aboriginal teacher perceptions. Native Studies Review, 22(1-2), 157-170.
- Chilisa, B. (2012). Indigenous research methodologies. Thousand Oaks, CA: Sage.
- Dewey, J. (1938). Experience and education. New York, NY: Macmillan.
- Dorovolomo, J. (2004). Teachers’ practical theory: Personal articulation and implications for teachers and teacher education in the Pacific. Pacific Curriculum Network, 13(1-2), 10-16.
- Elijah, M. J. (2002). Literature review: Language and culture. Prepared for the Minister’s National Working Group on Education. Ottawa, ON: Author.
- Fishman, J. (2001). Why is it so hard to save a threatened language? In J. Fishman (Ed.), Can threatened languages be saved? (pp. 1-22). Toronto, ON: Multilingual Matters.
- Francis, D. (1995). The reflective journal: A window to preservice teachers’ practical knowledge. Teaching and Teacher Education, 11(3), 229-241.
- Gillis, A. (2001). Journal writing in health education. New Directions for Adult and Continuing Education, 90, 49-58.
- Halas, J., McRae, H., & Petherick, L. (2012). Advice for physical education teachers from Aboriginal youth: Become an ally. Physical & Health Education Journal, 78(3), 6-11.
- Handal, G., & Lauvas, P. (1987). Promoting reflective teaching: Supervision in action. Milton Keynes, UK: Open University Press.
- Harford, J., & MacRuairc, G. (2008). Engaging student teachers in meaningful reflective practice. Teaching and Teacher Education, 24(7), 1884-1892.
- Hubbs, D. L., & Brand, C. F. (2005). The paper mirror: Understanding reflective journaling. The Journal of Experiential Education, 28(1), 60-71.
- Kitchen, J., Cherubini, L., Trudeau, L., & Hodson, J. (2009). Aboriginal education as cultural brokerage: New aboriginal teachers reflect on language and culture in the classroom. McGill Journal of Education, 44(3), 355-375.
- Kovach, M. (2005). Emerging from the margins: Indigenous methodologies. In L. Brown & S. Strega (Eds.), Research as resistance (pp. 19-36). Toronto, ON: Canadian Scholars’ Press.
- Kovach, M. (2010). Conversational method in Indigenous research. First Peoples Child & Family Review, 5(1), 40-48.
- Labelle, J. T., & Belknap, G. (2016). Reflective journaling: Fostering dispositional development in preservice teachers. Reflective Practice, 17(2), 125-142.
- Little Bear, L., (2009). Naturalizing Indigenous Knowledge [Synthesis paper]. Retrieved from http://www.afn.ca/uploads/files/education/21._2009_july_ccl-alkc_leroy_littlebear_naturalizing_indigenous_knowledge-report.pdf
- Lortie, D. C. (1975). Schoolteacher. Chicago, IL: University of Chicago Press.
- MacMillan, S.-R. (2010, May). Journal for the 21st century: Personal growth through storying. Paper presented at the Language and Literacy Graduate Student Conference. University of Victoria, Victoria, BC.
- Matanin, M., & Collier, C. (2003). Longitudinal analysis of preservice teachers’ beliefs about teaching physical education. Journal of Teaching in Physical Education, 22(2), 153-168.
- McNeil, J. D. (1996). Curriculum: A comprehensive introduction (5th ed.). Toronto, ON: John Wiley & Sons.
- Morgan, P., Bourke, S., & Thompson, K. (2001, December). The influence of personal school physical education experiences on non-specialist teachers’ attitudes and beliefs about physical education. Paper presented at the meeting of the Australian Association for Research in Education, Freemantle, Australia.
- Morgan P., & Hansen, V. (2008). The relationship between PE biographies and PE teaching practices of classroom teachers. Sport Education and Society, 13(6), 373-391.
- Orr, J., Robinson, D. B., Lunney Borden, L., & Tinkham, J. (2017). “There is a difference”: Mi’kmaw students’ perceptions and experiences in a public school and in a band-operated school. Journal of American Indian Education, 56(1), 55-80.
- Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Thousand Oaks, CA: Sage.
- Pidgeon, M., Munoz, M., Kirkness, V. J., & Archibald, J. (2013). Indian control of Indian education: Reflections and envisioning the next 40 years. Canadian Journal of Native Education, 36(1), 5-35.
- Placek, J. H., Dodds, P., Doolittle, S. A., Portman, P. A., Ratliffe, T. A., & Pinkham, K. M. (1995). Teaching recruits’ physical education backgrounds and beliefs about purposes for their subject matter. Journal of Teaching in Physical Education, 14(3), 246-261.
- Portman, P. (1996). Preservice elementary education majors’ beliefs about their elementary physical education classes (Part 1). Indiana Association for Health, Physical Education, Recreation and Dance Journal, 25(2), 25-28.
- Robinson, D. B., Barrett, J. M., & Robinson, I. M. (2016). Culturally relevant physical education: Educative conversations with Mi’kmaw Elders and community leaders. in education, 22(1), 2-21.
- Robinson, D. B., Lunney Borden, L., & Robinson, I. M. (2012). Charting a course for culturally responsive physical education. Alberta Journal of Educational Research, 58(4), 526-546.
- Sanders, D., & McCutcheon, G. (1986). The development of practical theories of teaching. Journal of Curriculum and Supervision, 2(1), 50-67.
- Swanson, S. (2003). Motivating learners in northern communities. Canadian Journal of Native Education, 27(1), 16-25.
- Toulouse, P. R. (2008, March). Integrating aboriginal teaching and values into the classroom. What Works? Research into Practice #11. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Toulouse.pdf
- Trudeau, L., & Cherubini, L. (2010). Speaking our truths in a “good way.” Canadian Journal of Native Education, 33(1), 113-121.
- Truth and Reconciliation Commission of Canada (2015). Calls to Action. Retrieved from http://www.trc.ca/websites/trcinstitution/File/2015/Findings/Calls_to_Action_English2.pdf
- Wilcox, R. (1987). The failing of high school physical education. Journal of Physical Education, Recreation & Dance, 58(6), 21-25.
- Wilson, S. (2008). Research is ceremony: Indigenous research methods. Halifax, NS: Fernwood.
- Zeichner, K. M., & Liston, D. P. (1987). Teaching student teachers to reflect. Harvard Educational Review, 37, 23-49.
- Zeichner, K. M., & Liston, D. P. (2014). Reflective teaching: An introduction (2nd ed.). New York, NY: Routledge.
10.7202/039945ar