Thesis

Becoming - activist : the journeys of two teachers in their enactment of an activist approach in girls’ physical education

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Awarding institution
  • University of Strathclyde
Date of award
  • 2024
Thesis identifier
  • T17153
Person Identifier (Local)
  • 201555043
Qualification Level
Qualification Name
Department, School or Faculty
Abstract
  • This thesis explores the journeys of two teachers in becoming-Activist as they learned to use and enact an activist approach with girls in their physical education programmes. Unlike traditional approaches to teacher professional learning that typically involve short off-site workshops, this study explores the value of on-site learning, where teachers can integrate their learning into their daily professional practice. The four critical elements of an activist approach, student-centred pedagogy, pedagogies of embodiment, inquiry-based education centred in action, and listening and responding over time, offer a structure to support teachers in better facilitating girls’ motivation, interests and learning in physical education. While this approach has been extended into teacher education, there is limited research exploring the nature of in-service teachers’ experiences in becoming-Activist. Conducted over a 9-month period in two Glasgow secondary schools, two teachers were supported to enact an activist approach. Data generation included semi-structured interviews with teachers, group interviews with pupils, debriefing sessions, lesson observations, monthly teacher group meetings, classroom artefacts and debriefing sessions with a mentor. Dialectical thinking was applied to analyse the data, involving versus coding, then concept coding, which were then woven into narratives to represent the challenges teachers encountered in enacting an activist approach. The findings demonstrate the complexities inherent in teachers’ journeys toward becoming-Activist, revealing shifts in teacher-pupil and pupil-pupil relationships, heightened visibility of teachers’ and pupils’ practices, a transition toward more democratic forms of participation for girls, and the benefits and challenges of school-based professional learning. These insights highlight the importance of ongoing critical reflection to help teachers navigate the challenges of becoming-Activist. Furthermore, this study supports the notion of school-based professional learning, emphasising the need to address the challenges posed by school contexts, as well as the professional identities and socialisation of teachers.
Advisor / supervisor
  • Kirk, David, 1958-
Resource Type
DOI

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