Teacher Educators’ Views about Social Justice Pedagogies in Physical Education Teacher Education

Abstract

The purpose of this study was to analyze PETE teacher educators’ views about the application of concepts and content reflecting social justice pedagogies in preparing teacher candidates. Participants were eight PETE teacher educators from five universities in the Northeastern region of the United States. The research paradigm was qualitative descriptive using a multisite interview design (Gay, 1996) positioned in the theoretical orientations of cultural responsiveness and relevancy in teaching (Gay, 2000; Ladson-Billings, 1992). The primary data source was interviewing. Interview data were analyzed with constant comparative method (Merriam, 1998). The following thematic clusters were extracted from the data: (a) views about student difference, (b) neglects, fears, and uncertainties, and (c) strategies approaching cultural responsiveness. These interrelated thematic clusters had influence on the educators' praxis. Moreover, their views ranged from ethnocentric to transitional toward cultural awareness and had salient influence. The findings and recommendations are discussed.