Understanding early-career physical educators’ theories of practice amidst curriculum change
thesisposted on 2020-12-17, 00:00 authored by Jacqui PetersJacqui Peters
This thesis explores early career physical education (PE) teachers' theorisation of their practice. Their articulations evidenced affect and effect as key drivers of their practice, with a focus on the learner as an individual beyond curriculum outcomes. Findings reveal PE as an important space for relational and affective learning.