Workplace Learning in Physical Education

Tony Rossi is with the School of Human Movement Studies at the University of Queensland in Australia. He researches workplaces associated with human movement studies, particularly schools, where he pays close attention to the changing nature of teachers’ work, specifically where it relates to the health of young people. In addition, he has directed his research towards Sport for Development projects in marginalized and underserved communities in Australia and elsewhere. From January 2015 he will be in a new position in the School of Exercise and Nutrition Science at Queensland University of Technology in Brisbane.lisahunter is with the Department of Sport and Leisure in the Faculty of Education at the University of Waikato, New Zealand. She has an eclectic range of research interests including surfing festivals and female surfing; female experiences of physical activities; young people and embodied subjectivities, and has methodological interests in visual methods, narrative and ethnographyErin Christensen is with the Faculty of Education at the University of Newcastle in Australia, a position she took up after completing her Ph.D. at the University of Queensland. Her research focuses on the micropolitics of teachers’ workplaces as well as on children’s voices in sport, physical activity, adventure education, and school physical educationDoune Macdonald is with the School of Human Movement Studies at the University of Queensland in Australia where, at the end of 2013, she completed a ten-year tenure as the Head of School. She is internationally recognized as a curriculum scholar and theorist and recently led the development of the Australian Curriculum for Health and Physical Education. Her research interests span education, physical activity and youth, educational and health policy, and her current projects focus on the outsourcing of the physical education curriculum and the health work of teachers

• Part I: The Study Chapter 1. Learning to be a teacher Chapter 2. Defining the subject: The profession/al, and workplace learning Chapter 3. An evolutionary and reflexive process in researching professional learning: gathering field texts, making sense, and the telling and re-telling of tales Chapter 4. Significant dimensions of workplace learning Part II: Understanding the data through the dimensions Chapter 5. Social tasks of teaching and learning to teach Chapter 6. Performance and practice Chapter 7. Identity/subjectivities and the profession/al Chapter 8. Space and place for/of professional learning Chapter 9. The micropolitics of being a new worker Part III: Implication for policy, practice and research Chapter 10. The power of policy in shaping teaching and teacher education Chapter 11. Learning to teach physical education in the workplace: some concluding thoughts