SELF-STUDY IN PHYSICAL EDUCATION: THE NEXUS OF
SCHOLARSHIP AND PRACTICE
Tim FLETCHER (Chair) 1
Alan Ovens 2
Judy Bruce 3
Dawn Garbett 2
Richard Tinning 4 (Discussant)
1.
2.
3.
4.
Brock University
University of Auckland
University of Canterbury
University of Queensland/University of Auckland
Overview: Self-study in physical education: The nexus of scholarship and practice
This symposium presents research from a range of physical education scholars who use selfstudy methodology to research, understand, and develop their teacher education practice. In the
past three decades, self-study has emerged as a considered, reflexive approach to the limitations
of orthodox ways of understanding teacher education practices (Zeichner, 1999). Such orthodox
approaches seek to simplify or understand teacher education as a process capable of being
understood from the outside by neutral and detached observers. In contrast, self-study brings
sensitivity to the importance of the individual in context, allowing teacher education to be seen as
a practice that is “simultaneously the thing we know about, the thing we do and the thing we
research” (Ham & Kane, 2004, p. 104).
The aim of the symposium is to explore self-study as the nexus of practice and
scholarship in physical education teacher education and consider its value in highlighting the
emerging conflicts, dilemmas and incongruities arising within pedagogies for teacher education.
Aligned with the Congress sub-theme “Professional learning and development of PE teachers
and sports coaches”, the presenters discuss how self-study constitutes a meaningful approach to
research and professional development for physical education teacher educators. The presenters
on Abstracts 1 and 4 provide critical overviews and philosophical perspectives on how self-study
can contribute to the development of teacher education practice. Presenters on Abstracts 2 and 3
highlights how she or he has examined her or his teacher education practice through self-study
as a way of reframing their understanding of themselves, their pedagogical beliefs, approaches
and practices. As a method of making the reflective turn back to the self (Pinnegar & Hamilton,
2009), all presenters also demonstrate how teacher educators can use self-study to learn about
teaching and teacher education, and enable transformations of self and practice.
References
Ham, V. & Kane, R. (2004). Finding a way through the swamp: A case for self-study as research.
In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey & T. Russell (Eds.) In International
handbook of self-study of teaching and teacher education practices (pp. 103-150).
Dordrecht, The Netherlands: Springer.
Pinnegar, S. & Hamilton, M. L. (2009). Self-study of practice as a genre of qualitative research.
Dordrecht, The Netherlands: Springer.
Zeichner, K. M. (1999). The new scholarship in teacher education. Educational Research, 28(9),
4-15.
Chair’s name and email: Tim Fletcher – tfletcher@mun.ca
Word count: 294
Abstract 1: Doing self-study: The art of turning inquiry on yourself
This paper introduces and outlines self-study as a method for systematic inquiry into teacher
education practices in physical education. I examine key challenges that have been identified in
teaching physical education and in teaching teachers, outlining how self-study provides teacher
education practitioners and researchers with the tools to examine both self and practice, enabling
deep insights into the problematic nature of bridging teacher education theory and practice.
Further, I address the key epistemological and methodological concepts central to self-study, and
briefly trace the roots and history of self-study as it has gained widespread acceptance as a
powerful research methodology.
Author’s Name and Email: Alan Ovens – a.ovens@auckland.ac.nz
Word count: 99
Abstract 2: Dancing on the edge: Exploring shifting conceptualisations of knowledge and learning
through self-study
In this paper I examine the shifting conceptualisations of knowledge and learning in the
integration of the New Zealand Curriculum in teacher education and their implications for me as a
teacher educator. In particular, I document the process of conducting a 10-month self-study within
the initial teacher education setting in which I work. I begin by outlining the context and then
explore some of the significant events and observations relating directly to the epistemological
and ontological shifting process. Two contexts are examined where I engaged with varying
conceptualisations and possibilities: that of service-learning and that of the sociocultural
orientations of physical education. The self-study process resulted in knowledge conception shifts
– both ontological and epistemological. Regarding ontology, this self-study captures the
challenges of the shifting experience and the factors that contributed to this. Regarding
epistemology, implications for service-learning and for sociocultural orientations of physical
education are discussed. These implications draw upon structural-functionalist, critical, and postcritical perspectives as a way of understanding and illustrating pedagogical possibilities,
challenges and limitations.
Author’s Name and Email: Judy Bruce – judy.bruce@canterbury.ac.nz
Word count: 167
Abstract 3: Self-study, principles of practice, and the development of a pedagogy of physical
education teacher education
In this paper I use self-study to describe and analyze my experiences as a beginning physical
education teacher educator and in doing so, aim to articulate principles of practice that shape my
developing pedagogy of teacher education. Like Loughran (2006), I am not intending to offer
these principles of practice “as the only or right principles, rather they are one way of unpacking
an important foundation of that which matters in conceptualizing and shaping practice” (p. 85). I
draw from my experiences as a beginning teacher educator because unlike most who find
themselves new to the role, I had some informal preparation to “become” a teacher educator
during my doctoral education (see Kosnik et al., 2011). That preparation fostered an engagement
with self-study that enabled me to disrupt and challenge my assumptions about teaching and
learning in physical education, and to begin critiquing ideas about what I felt mattered (and why)
in teacher education. Over the course of five years I have been engaged in the systematic study
of self and practice (Bullough & Pinnegar, 2001) through reflective journal writing, engaging in
conversations with critical friends, and by conducting research on and with the prospective
teachers whom I teach. Analysis of these data has generated three central principles that shape
my developing pedagogy of teacher education: (a) Building community is the foundation of
practice, (b) Identity matters, and (c) Teaching about teaching requires openness. While
acknowledging the dynamic and fluid nature of these principles, identifying them through selfstudy has enabled me to make explicit my tacit personal and professional knowledge, find
meaning in my practice, and become comfortable in sharing my knowledge of practice (and many
gaps within) with students and colleagues in the teacher education community.
Author’s Name and Email: Tim Fletcher – tfletcher@mun.ca
Word count: 288
References
Bullough, R. V. Jr. & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of selfstudy research. Educational Researcher, 30(3), 13-21.
Kosnik, C., Cleovoulou, Y., Fletcher, T., Harris, T., McGlynn-Stewart, M. & Beck, C. (2011).
Becoming teacher educators: An innovative approach to teacher educator preparation.
Journal of Education for Teaching, 37(3): 351-363.
Loughran, J. J. (2006). Developing a pedagogy of teacher education: Understanding teaching
and learning about teaching. London: Routledge.
Abstract 4: Horse riding 2.0: Becoming a horse rider
Experienced teachers and teacher educators often find it difficult to change their practice without
some significant and meaningful experience to provide a new perspective. In this chapter I reflect
on the impact that learning to ride a horse meant for my practice as a teacher educator. By
choosing something that was so unfamiliar to me, the process was ‘a visceral rather than an
intellectual route into critical reflection’ (Brookfield, 1995, p. 50). I signed up for weekly riding
lessons with experienced instructors and regularly recorded my reflections, thoughts, and feelings
about learning to ride in a professional journal. I shared my journey as a neophyte with my
student teachers and critical friends. Their comments, insights, and responses added
considerably to my examination of teacher education practices. I used the generative potential of
my horse riding experiences to reflect as an embodied learner on the commonplace, subtle, and
lived experience of being a learner. As an experienced teacher I found that I had forgotten the
angst, self-doubt, bravado, satisfaction, thrill, and despair that can accompany learning. Horse
riding brought forth such feelings regularly. Comparing my horse riding skills with an expert’s was
a less threatening route to authentic discussions about the skilful, complex nature of teaching
which experienced teachers are wont to make look effortless. Other themes that emerged were
the importance of learners’ perspectives in the teaching-learning process and the importance of
feedback to improve our practice. Learning to ride a horse and using this as a basis of a selfstudy taught me a great deal more than I originally signed up for.
Author’s Name and Email: Dawn Garbett – d.garbett@auckland.ac.nz
Word count: 260
Discussant Abstract (Tentative): Reflecting on the potential of self-study in relation to the issues
facing physical education teaching and teacher education
This paper draws together the collective themes and insights from the four papers presented by
broadly considering the question of how much an individual can affect and change the discourse
within physical education teacher education when this practice is enabled and constrained by its
location within university and school settings. In essence, the paper provides a critical evaluation
on the possibilities for self-study in physical education.
Author’s Name and Email: Richard Tinning – rit@hms.uq.edu.au
Word count: 66