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Transitioning from PE teacher to PE teacher educator through a critical friendship – from ‘I’ to ‘WE’: a collaborative autoethnography
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Transitioning from PE teacher to PE teacher educator through a critical friendship – from ‘I’ to ‘WE’: a collaborative autoethnography

Cameron Van der Smee and Carla Valerio
Sport, Education and Society, Vol.First online, pp.1-14
13/12/2024
DOI: https://doi.org/10.1080/13573322.2024.2440885
Appears in  Recent Faculty of Education Publications

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Abstract

collaborative autoethnography physical education teacher education professional learning critical friendship transition
The transition from teacher to teacher-educator is significant. However, teacher educators are typically dropped into teaching at the tertiary level, with little professional preparation, induction or professional learning to be able to teach in this new context. As a result, this transition can be challenging. Despite a growing body of research on the transition from teacher to teacher-educator, little is known about how Physical Education (PE) teachers transition to becoming Physical Education teacher educators and faculty members. This collaborative autoethnography explores the journey of an early career PE teacher educator transitioning while navigating the tension between his teaching and academic habitus, supported by a critical friend going through the same career stage. Reflections were collected through reflective field notes and audio summaries and were explored through ongoing discussions with a critical friend. Ultimately, this project provided a unique insight into how PE teachers transition from teacher to teacher educator and how they can re-think and re-contextualize many of the practices they embodied as teachers, particularly with the support of a critical friend. This process was transformative for both teacher educators and concludes with a call for other Early Career Academics (ECA) to engage in a similar process to strengthen their transition into teacher education.

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