PE teachers’ professional identity (re)construction: from complicity and reproduction of gender relations to willingness to educational change
Abstract
Teachers have a fundamental role in the reproduction and transformation of traditional gender relations. Drawing from this idea, the present paper aims at addressing the attitudes and behaviors of female Physical Education teachers in relation to coeducational approaches.
Through semi-structured interviews with three physical education teachers, results from this ethnographic study reinforce the relationship between previous sports history and professional socialization with the prevailing technical model. This identity of teachers is reflected in their daily work. Despite the critical discourse towards gender discrimination, the pedagogical actions that teachers develop in the classroom, by action or omission, involve reproduction and complicity before traditional gender relations. The experience of a proposal with a critical and reflexive approach, however, allows teachers to break their initial professional identity oriented to the technical model and develop a new approach more participatory and transformative.
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