Teacher educators shape curriculum in the pedagogical decisions they make ( Lunenberg et al., 2007 ). Yet, evidence is lacking about how physical education (PE) teacher educators make decisions about what to include in their teacher education pedagogies. Four teacher educators in four different PE teacher education (PETE) programmes collaborated to examine their decision-making as they explored ideas related to Meaningful PE and social justice pedagogies. Insight into how teacher educators make decisions can add nuance to understanding pedagogical decision-making in PETE. A self-study of teacher education practices frame supported collective and individual interrogation of our decision-making processes. Data included planning documentation for each teaching episode ( n = 42), individual reflections ( n = 33), recordings of conversations with critical friends ( n = 15), and recordings of collective meetings ( n = 8). Pedagogical confrontations ( Moran et al., 2019 ) provided a lens for each teacher educator to gain perspective and insight into their decision-making related to Meaningful PE and social justice pedagogies The findings are presented in the form of four individual cases that illustrate the distinct story of each teacher educator’s engagement with Meaningful PE and social justice pedagogies. Teacher educators’ decisions were guided by their purposes and influenced by their contexts. Additionally, peers were an important source of pedagogical confrontations to influence decision-making practices. This research contributes to the understanding of innovation in PETE by illustrating how clarity about priorities promotes deliberate decision-making by teacher educators resulting in adoption or rejection of innovation.

中文翻译：

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探索教师教育者关于社会正义和有意义的体育教育相结合的教学决策

教师教育者在他们做出的教学决策中塑造课程（Lunenberg et al., 2007）。然而，缺乏证据表明体育（PE）教师教育工作者如何决定在其教师教育教学法中包含哪些内容。四个不同体育教师教育 (PETE) 项目的四名教师教育工作者在探索与有意义的体育和社会正义教学法相关的想法时合作检查他们的决策。深入了解教师教育工作者如何做出决策可以增加理解 PETE 教学决策的细微差别。教师教育实践框架的自学支持对我们决策过程的集体和个人质疑。数据包括每次教学的计划文档（n = 42）、个人反思（n = 33）、与批评朋友的对话录音（n = 15）以及集体会议的录音（n = 8）。教学对抗（Moran 等人，2019）为每位教师教育者提供了一个镜头，让他们能够获得与有意义的体育和社会正义教学相关的决策的视角和洞察力。研究结果以四个个案的形式呈现，说明了不同的情况每位教师教育者参与有意义的体育和社会正义教学法的故事。教师教育者的决定受其目的指导并受到其背景的影响。此外，同龄人是影响决策实践的教学对抗的重要来源。这项研究通过说明优先事项的明确性如何促进教师教育工作者深思熟虑的决策，从而导致采用或拒绝创新，从而有助于理解 PETE 的创新。