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dc.contributor.authorMcMahon, Jennifer Ann
dc.contributor.authorPenney, Dawn
dc.date.accessioned2013-07-01T02:49:54Z
dc.date.available2013-07-01T02:49:54Z
dc.date.issued2013
dc.identifier.citationMcMahon, J. A. & Penney, D. (2013). Using narrative as a tool to locate and challenge pre service teacher bodies in health and physical education. Australian Journal of Teacher Education, 38(1), 115-133.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/7744
dc.description.abstractThis paper reports on research that has explored the use of narrative as a pedagogical tool in pre service teacher education. Specifically, we pursue the use of narrative to engage with pre service teachers’ embodied experiences [their lived body] and the ways in which these experiences are in turn currently influencing their ‘living bodies’ in regard to what Health and Physical Education (HPE) is and how it should be taught. Data in the form of an assemblage of pre service teachers’ narratives are presented to show how both the lived and living body contributes to thoughts and ideas about HPE. Discussion also reflects on the pedagogical merits of using narrative in pre service teacher education. We contend that narrative has a potentially important role to play in pre service teachers coming to better understand their bodies and can assist in moving them beyond what they experienced as HPE as school students.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoenen_NZ
dc.relation.urihttp://ro.ecu.edu.au/ajte/vol38/iss1/8/en_NZ
dc.rightsThis article has been published in the journal: Australian Journal of Teacher Education. © 2013 Australian Journal of Teacher Education. Used with permissionen_NZ
dc.titleUsing narrative as a tool to locate and challenge pre service teacher bodies in health and physical educationen_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfAustralian Journal of Teacher Educationen_NZ
pubs.begin-page115en_NZ
pubs.elements-id38300
pubs.end-page133en_NZ
pubs.issue1en_NZ
pubs.volume38en_NZ


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