Teachers as frontline agents of integration : Finnish physical education students’ reflections on intercultural encounters
Anttila, E., Siljamäki, M., & Rowe, N. (2018). Teachers as frontline agents of integration : Finnish physical education students’ reflections on intercultural encounters. Physical Education and Sport Pedagogy, 23 (6), 609-622. doi:10.1080/17408989.2018.1485141
Published inPhysical Education and Sport Pedagogy
© 2018 Informa UK Limited, trading as Taylor & Francis Group.
Background and purpose: This article focuses on how future Physical Education and Dance teachers may be better prepared to work in increasingly diverse education environments. It also discusses how tertiary institutions might address issues of social inclusion and cultural pluralism within their programmes, courses and assignments. The authors critically reflect on an experiential learning intervention in Jyväskylä, Finland, in which trainee PE teachers facilitated kinaesthetic language-learning workshops for asylum seekers. The applied use of physical education and dance in this context was aimed at providing a distinct opportunity to consider a PE teacher’s professional competence and role as an agent of integration. Methods: Adopting an interpretive approach, the authors sought to understand students’ experiences, rather than to determine the causes behind, and results emerging from, the experience. Through a qualitative, open, yet structured set of questions they gathered the trainee PE teachers’ reflections on their experiences related to the workshops. The data were analysed through a collaborative, interpretive process. The analysis was supported by pertinent theories on, e.g. transformative learning in order to gain a more comprehensive understanding of the meanings of this intercultural encounter for the trainee teachers. The authors have sought to understand how a learning intervention may function as a transformative experience, shifting professional dispositions towards social inclusion and cultural integration. Results: The interpretive process resulted in a thematic structure that contains the following four themes: (1) Preconceptions of others, (2) Questioning the relevance, (3) Positive affirmation and (4) Pedagogical practices in motion. Conclusion: This study has sought to identify the ways in which intercultural encounters may support PE teacher trainees’ dispositions towards working with asylum seekers, and migrants in general. The findings suggest that not all students feel that such encounters are relevant to the role of a PE teacher. The authors conclude that courses on interculturality need to be developed for encouraging trainee teachers towards such encounters and applied uses of physical education and dance. For many students, however, the experience appeared to contribute to a process of transformation, in which they were developing professional competences that are amenable to the idea of being an agent of integration. ...
MetadataShow full item record
- Liikuntatieteiden tiedekunta 
Showing items with similar title or keywords.
Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education Soini, Anne; Watt, Anthony; Sääkslahti, Arja (MDPI AG, 2021)Early childhood education and care (ECEC) teachers have a central role in supporting young children’s physical activity (PA) and overall development in the early years. However, the value of early childhood education teacher ...
“You can get surprisingly far with just normal interaction” : intercultural communication competence and the cultural identity negotiation of Finnish basic education teachers when teaching a multicultural class Mattila, Heta (2018)Tämä tutkimus analysoi suomalaisten peruskouluopettajien kulttuurienvälistä viestintäkompetenssia, kun he opettavat monikulttuurista luokkaa. Tutkimus toteutettiin teemahaastattelujen avulla. Haastatteluihin osallistui 10 ...
Constructing intercultural competence in Italian social service and healthcare organizations : pedagogical design, effectiveness research, and alternative visions for promoting ethnorelativism Castiglioni, Ida (University of Jyväskylä, 2013)
Kärkkäinen, Katarzyna (University of Jyväskylä, 2017)Learning a new vocation or re-learning one that was previously mastered is considered one of the essential pathways for migrant integration into the Finnish labour market. Thus, vocational educators should have ...
Presentation of Intercultural Competence in English Language Textbooks : The Case of a Private Language School in Iran Edalati Kian, Zahra (Academic Star Publishing Company, 2016)As the objective of learning a foreign language is now defined in terms of intercultural competence, all aspects of an English as a foreign language (EFL) program are expected to be geared towards cultivating interculturality. ...