Im/possibility of questioning the gender norms in physical education teacher education

An analysis focusing on the process of aspiring a physical education teacher

Abstract

The purpose of this study was to analyze the relationship between questioning of gender norms in physical education teacher education and aspiring a physical education teacher. In this study, we analyzed the narrative from one cisgender, heterosexual man who had the experience of questioning gender norms, in physical education teacher education and the experience was closely related to his aspiration to become a physical education teacher. In analyzing the data, we used narrative research methods, in particular, thematic analysis. The analysis showed that he became aware of the oppression based on gender norms in physical education and sports through informal conversations with university senior. This awareness was supported by his past guilty experience of having intense discriminatory feelings toward homosexuality. Furthermore, he had deepened the learning through independent study and graduate coursework. From this result, we understand that, if triggered in some way, physical education teacher education has the potential to be effective enough to question gender norms in physical education. However, it was also confirmed that such experiences made it difficult for him to continue to aspire to become a physical education teacher, a profession with strong gender norms. Therefore, it was revealed that the effective functioning of physical education teacher education may result in the reproduction of a group of physical education teachers who embodied gender norms. In conclusion, it is important that how learning based on queer pedagogy can be implemented in school education and teacher education for resisting oppression in physical education.