DE/REconstructing my Athlete-Student-Teacher Self: A Critical Autoethnography of Resistance in Physical Education Teacher Education (PETE)
Bibliographic record
Abstract
0 0 1 295 1683 University of Manitoba 14 3 1975 14.0 96 800x600 Normal 0 false false false EN-US JA X-NONE Through a yearlong critical autoethnographic study, I explore key moments, shifting perspectives, and pivotal transitions that have impacted my journey as a critical scholar in the field of physical education teacher education (PETE). I draw upon my experiences as an athlete, student, and now teacher in a PETE program in an attempt to answer the question: What informs and continues to inform the athlete-student-teacher I am? By sharing my story, I hope to promote reflexive first-person narrative in order to support alternative approaches to knowing ourselves as PETE practitioners and feed a growing need for “re-searching” ways forward in the field of physical education (PE). It is my hope that meaning will emerge from my story in such a way that teachers and students alike are stimulated to reflect upon how their experiences inform their PE pedagogy and practices. Dans le cadre d’une etude auto-ethnographique critique d’une duree d’un an, j’ai explore les moments cles, les perspectives changeantes et les transitions cruciales qui ont influence mon cheminement de chercheur critique en formation des enseignants d’education physique. J’ai puise dans mes experiences comme athlete, etudiant et, maintenant, comme formatrice en enseignement en education physique pour repondre a la question suivante : « Qu’est-ce qui a motive et qui motive toujours l’athlete, l’etudiant et l’enseignant en moi? » En relatant mon histoire, j’aimerais lancer une autoreflexion narrative et favoriser le recours a d’autres approches utiles pour apprendre a mieux nous connaitre comme formateurs d’enseignants en education physique. J’aimerais aussi propulser vers l’avant la « re-cherche » dans le domaine de l’education physique. J’ose croire que mon recit sera assez percutant pour inspirer les enseignants et les etudiants en education physique a reflechir aux facons dont leurs experiences personnelles influencent leurs approches pedagogiques et leurs pratiques.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".