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

本研究的重点是探讨教师身份如何影响健康与体育课程改革的可能性。特别是，我们对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感兴趣。该项目旨在了解未来和实践HPE教师如何构建他们的教师身份，以及他们对支撑新HPE课程的解放和生活政治（Giddens，1991）话语的承诺程度。研究结果将对健康与体育领域的政策制定者和课程改革者具有直接意义。

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.