Gender and Physical Education. Coeducational best practices analysis
Main Article Content
Vol. 17 No. 1 (2013): La innovación educativa con perspectiva de género. Retos y desafíos para el profesorado, Articles, pages 221-241
Submitted: Nov 29, 2015
Published: Apr 1, 2013
Abstract
This paper, within the TEON XXI research project, examines and describes best practices in Physical Education with gender perspective. We apply sociological doing gender theory for developing a criterion about how to build a new gender school culture, involving sociocultural, relational and individual levels in an ethnographic microanalysis. The adjustment between these practices and the school requirements where these take place are also interpretated. Four models of practices are investigated; the selection sampling is theoretical, applying a maximum variation strategy support in a mapping process and location by snowball of informant and key exampling. The whole process culminates with a selection, saving and analysis of illustrative cases. Concrete and contextualized indicators are used for an analytic interpretation, such as: effectiveness, transforming effect, sustainability, legitimacy and replicability. This fieldwork entails analyzing documentary sources, as well as participant observation and in-depth interviews with experts, through content analysis. The results enable to give examples to the teachers, but also provide criterions, models and indicators for teachers to reflect about quality and favorable practices considering certain contextual circumstances and specific needs.
Keywords:
Gender, Physical Education, best practices, educational innovation, gender equity
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How to Cite
Piedra, J., García-Pérez, R., Latorre, Águeda, & Quiñones, C. (2013). Gender and Physical Education. Coeducational best practices analysis. Profesorado, Revista De Currículum Y Formación Del Profesorado, 17(1), 221–241. Retrieved from https://revistaseug.ugr.es/index.php/profesorado/article/view/19441