Teacher identity and the challenge of the socially critical curriculum: The case of Health & Physical Education.

教师身份和社会批判课程的挑战：健康案例

• 批准号: DP0344353
• 负责人: Prof Richard Tinning
• 金额: $ 7.18万
• 依托单位: The University of Queensland
• 依托单位国家: 澳大利亚
• 项目类别: Discovery Projects
• 财政年份: 2003
• 资助国家: 澳大利亚
• 起止时间: 2003-01-01 至 2006-12-31
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/DP0344353
• 关键词: Teacher; identity; challenge; socially; critical

The focus of this research project is upon how the teacher identity might influence the possibilities for curriculum reform in Health and Physical Education. In particular we are interested in the interplay between the embodied identity of HPE teachers and the socially critical agenda of the new HPE curriculum. The project aims to gain an understanding of how prospective and practising HPE teachers construct their teacher identities, and of the extent of their commitment to the emancipatory and life politics (Giddens, 1991) discourses that underpin the new HPE curriculum. Findings will be of direct significance for policy-makers and curriculum reformers in the field of Health and Physical Education.

这项研究的重点是教师身份如何影响健康与体育课程改革的可能性。我们尤其感兴趣的是，HPE教师的具体身份与新HPE课程的社会批判议程之间的相互作用。该项目旨在了解未来的和正在实习的高等体育教师如何构建他们的教师身份，以及他们对作为新的高等体育课程基础的解放和生活政治(吉登斯，1991)论述的承诺程度。研究结果将对卫生与体育领域的政策制定者和课程改革者具有直接意义。