Discourse, Teacher Identity, and the Implementation of Daily Physical Activity
DOI:
https://doi.org/10.11575/ajer.v54i3.55231Abstract
The intent of this article is to generate thought and discussion about Alberta Education’s Daily Physical Activity (DPA) initiative. Compelling reasons as to why the implementation process may be considered problematic are presented as the role and influence of institutional discourse in the implementation of new programming is explored. Through a discussion of the dominant discourses of authority, experience, and the physical education profession, the reaction and response of secondary school physical educators to this provincially mandated initiative come to be understood. In these prevailing discourses of the teaching-learning environment and the presence of competing institutionalized ways of thinking, teacher identity negotiation is examined, particularly in the light of the distinction between physical education and physical activity and the role that physical educators might play in the implementation process of DPA.
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