A Quest for a Pedagogy of Critical Theorising in Physical Education Teacher Education: One Physical Educator’s Journey

Abstract

In this chapter I explore the transitions and transformations involved in my quest to develop a pedagogy of critical theorising as a physical educator working in teacher education. I draw on writing as a method of inquiry, employing performative writing as a contemplative practice to reflect on the trajectory of my professional biography and the significant transitions involved. The narrative helps highlight that becoming a teacher educator is not a process made against a static backdrop, but is the result of living in and being part of a constantly changing personal and professional context; of being challenged by and challenging the status quo; of giving myself the license to experiment and enact what I believe to be good teaching. When one is enabled in this way, I believe we are in an effective position to confront the forms of rationalism that work against our ability to actually enact a pedagogy of critical theorising in a meaningful way. (Autor).