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

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