In the past four decades, health and physical education teacher education (HPETE) research has grown, emphasising social justice and activist approaches as a way to challenge the status quo of systems of oppression, including capitalism, imperialism, patriarchy, racism, LGBTQI+ phobia, and ableism. Despite a wealth of research on social justice and activist approaches in HPETE, there is a notable gap in understanding the outcomes for pre-service teachers (PSTs), necessitating further exploration into the impact and effectiveness of these approaches. This study aimed to explore PSTs’ experiences of an activist approach in an HPETE context. Participants included a teacher educator/researcher and 65 PSTs who experienced the activist approach within their HPETE program while working with school students. Data were collected from: (a) field notes from the teacher educator; (b) reflective diaries from the PSTs; (c) focus groups with the PSTs; and (d) artefacts from the PSTs. Findings were discussed under three themes highlighting the experiences of PSTs engaging with an activist approach in an HPETE program. First, the study underscored how PSTs understood and valued students’ voices and embraced a student-centred approach. Second, PSTs emphasised the pivotal role of building relationships and creating safe spaces within the health and physical education environment. Third, the findings underscored how PSTs understood the messiness in teaching and the need to understand students’ needs in experiencing the activist approach. By investigating PSTs’ encounters with the activist approach, the study provided insights into its effectiveness in enhancing PSTs’ learnings and informing their pedagogical practices.

中文翻译：

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职前教师在健康和体育教师教育背景下采取积极方法的经验


在过去的四十年里，健康和体育教师教育 （HPETE） 研究不断发展，强调社会正义和激进主义方法是挑战压迫制度现状的一种方式，包括资本主义、帝国主义、父权制、种族主义、LGBTQI+ 恐惧症和能力歧视。尽管 HPETE 对社会正义和激进主义方法进行了大量研究，但在理解职前教师 （PST） 的结果方面存在显着差距，因此需要进一步探索这些方法的影响和有效性。本研究旨在探讨 PST 在 HPETE 背景下采取激进主义方法的经验。参与者包括一名教师教育工作者/研究人员和 65 名 PST，他们在与学校学生合作时体验了 HPETE 计划中的激进主义方法。数据收集自：（a） 教师教育工作者的现场笔记;（b） PST 的反思日记;（c） 与 PST 的焦点小组;（d） 来自 PST 的人工制品。研究结果在三个主题下进行了讨论，突出了 PST 在 HPETE 计划中采用激进主义方法的经验。首先，该研究强调了 PST 如何理解和重视学生的声音，并采用以学生为中心的方法。其次，PST 强调了在健康和体育环境中建立关系和创造安全空间的关键作用。第三，研究结果强调了 PST 如何理解教学中的混乱以及了解学生在体验激进主义方法时的需求的必要性。通过调查 PST 与激进主义方法的遭遇，该研究提供了对其在增强 PST 学习和为他们的教学实践提供信息方面的有效性的见解。