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dc.contributor.authorSiljamäki, Mariana Elisabet
dc.contributor.authorAnttila, Eeva Helena
dc.date.accessioned2021-12-22T12:11:01Z
dc.date.available2021-12-22T12:11:01Z
dc.date.issued2021
dc.identifier.citationSiljamäki, M. E., & Anttila, E. H. (2021). Developing Future Physical Education Teachers' Intercultural Competence : The Potential of Intertwinement of Transformative, Embodied, and Critical Approaches. <i>Frontiers in Sports and Active Living</i>, <i>3</i>, Article 346. <a href="https://doi.org/10.3389/fspor.2021.765513" target="_blank">https://doi.org/10.3389/fspor.2021.765513</a>
dc.identifier.otherCONVID_103493258
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/79149
dc.description.abstractPurpose: This article is based on a study that explored learning processes related to intercultural competence of PE teacher trainees. The context of the study was the Faculty of Sport and Health Sciences at the University of Jyväskylä, Finland. The study was conducted in connection to two courses that focused on equality in physical education and sport in 2020–2021. Methods: Adopting an interpretive, as well as a critical approach, the authors focused on how the students described their conceptions and learning experiences. Based on their analysis they have then aimed to shed light on how interculturality, equality, equity, and diversity may be addressed in higher education in a more profound manner. The students' accounts were analyzed first through an open reading and subsequently through a more critical lens. The analysis was supported by theories of transformative learning, embodied learning, and intercultural education. Results: Students' initial interest toward equity, equality, and interculturality seemed to expand during the courses. They increasingly reflected on the complexity of these issues and discussed the widening professional responsibilities of future PE teachers in promoting equality and supporting pupils in cultural heterogeneous classes. Discussions and practical activities that involved emotional and embodied elements seemed to be important in facilitating their learning processes. However, it is difficult to foresee how permanent the changes in their habits of mind and subsequent actions are. Discussion: The authors suggest that embodied, practical approaches where the student is fully engaged in the learning process, and where conceptual, reflective, emotional, and affective levels are connected, may be a key in developing teachers' intercultural competence. They also suggest that it is crucial to revise higher education curricula from the perspectives of intercultural competence and structural inequality. In addition to separate courses, equality, equity, and diversity should be seen as red threads throughout higher education.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherFrontiers Media SA
dc.relation.ispartofseriesFrontiers in Sports and Active Living
dc.rightsCC BY 4.0
dc.subject.otherliikunta
dc.subject.otherurheilu
dc.subject.otheropettajat
dc.subject.otherliikunnanopettajat
dc.subject.otherequality
dc.subject.otherdiversity
dc.subject.otherintercultural competence
dc.subject.otherphysical education
dc.subject.otherteacher education
dc.subject.otherFinland
dc.subject.othertransformative learning
dc.subject.otherembodied language learning
dc.titleDeveloping Future Physical Education Teachers' Intercultural Competence : The Potential of Intertwinement of Transformative, Embodied, and Critical Approaches
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202112226131
dc.contributor.laitosLiikuntatieteellinen tiedekuntafi
dc.contributor.laitosFaculty of Sport and Health Sciencesen
dc.contributor.oppiaineLiikuntapedagogiikkafi
dc.contributor.oppiaineSport Pedagogyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn2624-9367
dc.relation.volume3
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 Siljamäki and Anttila.
dc.rights.accesslevelopenAccessfi
dc.subject.ysokulttuurienvälinen vuorovaikutus
dc.subject.ysoliikuntakasvatus
dc.subject.ysoosaaminen
dc.subject.ysourheilu
dc.subject.ysoopettajat
dc.subject.ysoopetus
dc.subject.ysokulttuurierot
dc.subject.ysokorkea-asteen koulutus
dc.subject.ysovuorovaikutus
dc.subject.ysomonikulttuurisuus
dc.subject.ysotasa-arvo
dc.subject.ysomonimuotoisuus
dc.subject.ysokulttuurienvälisyys
dc.subject.ysoliikunnanopettajat
dc.subject.ysokansainvälisyys
dc.subject.ysoliikunta
dc.format.contentfulltext
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dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.3389/fspor.2021.765513
jyx.fundinginformationThis research has been undertaken as part of the ELLA-project (Grant no. 202007315) (Embodied Language Learning through the Arts), funded by the Kone Foundation (01/2021–12/2024).
dc.type.okmA1


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