Policy actors and artefacts bridging the policy-practice nexus in PETE

Research output: Contribution to conferenceAbstractOther

Abstract

This conference encourages us to think about how physical education teacher educators (PETE) might be able to build policy and practice bridges to/with/for others, such as pre-service and professional teachers. It invites us to cross over into other contexts in order to think about new ways to develop and deliver PETE courses as well as provide professional development in a variety of settings and in times of curriculum policy reform. This paper exemplifies this contextual bridge crossing process and its potential impacts in three ways. Firstly, it reports upon our work as ‘policy actors’ charged with making sense (interpreting) and then supporting (enacting) the new Australian Curriculum in Health and Physical Education (ACHPE) in our PETE classrooms and in schools. Secondly, it shares and analyses some artefacts to materialize as a result of our policy actor roles. In considering these insights we argue that teacher educators have the potential to influence PST and teachers’ thinking about and engagement with curriculum policy. Consequentially, some modest evidence of emergent impact of our policy artefacts on teachers, pre-service teachers, organisations and peers are provided. the paper seeks to provide insights around the performative potential and role of artefacts in documenting, producing and enabling policy enactments. Thus, as opposed to omitting the artefactual from policy enactment, we embrace it, arguing that artefacts can cross bridges to have performative potential and can play a key role in supporting curriculum policy enactment.
Original languageEnglish
Publication statusPublished - 2019
EventInternational Association for Physical Education in Higher Education 2019 - New York, United States of America
Duration: 19 Jun 201922 Jun 2019

Conference

ConferenceInternational Association for Physical Education in Higher Education 2019
Abbreviated titleAIESEP 2019
CountryUnited States of America
CityNew York
Period19/06/1922/06/19

Cite this

Lambert, K., O'Connor, J., Alfrey, L., & Penney, D. (2019). Policy actors and artefacts bridging the policy-practice nexus in PETE. Abstract from International Association for Physical Education in Higher Education 2019, New York, United States of America.
Lambert, Karen ; O'Connor, Justen ; Alfrey, Laura ; Penney, Dawn. / Policy actors and artefacts bridging the policy-practice nexus in PETE. Abstract from International Association for Physical Education in Higher Education 2019, New York, United States of America.
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title = "Policy actors and artefacts bridging the policy-practice nexus in PETE",
abstract = "This conference encourages us to think about how physical education teacher educators (PETE) might be able to build policy and practice bridges to/with/for others, such as pre-service and professional teachers. It invites us to cross over into other contexts in order to think about new ways to develop and deliver PETE courses as well as provide professional development in a variety of settings and in times of curriculum policy reform. This paper exemplifies this contextual bridge crossing process and its potential impacts in three ways. Firstly, it reports upon our work as ‘policy actors’ charged with making sense (interpreting) and then supporting (enacting) the new Australian Curriculum in Health and Physical Education (ACHPE) in our PETE classrooms and in schools. Secondly, it shares and analyses some artefacts to materialize as a result of our policy actor roles. In considering these insights we argue that teacher educators have the potential to influence PST and teachers’ thinking about and engagement with curriculum policy. Consequentially, some modest evidence of emergent impact of our policy artefacts on teachers, pre-service teachers, organisations and peers are provided. the paper seeks to provide insights around the performative potential and role of artefacts in documenting, producing and enabling policy enactments. Thus, as opposed to omitting the artefactual from policy enactment, we embrace it, arguing that artefacts can cross bridges to have performative potential and can play a key role in supporting curriculum policy enactment.",
author = "Karen Lambert and Justen O'Connor and Laura Alfrey and Dawn Penney",
year = "2019",
language = "English",
note = "International Association for Physical Education in Higher Education 2019, AIESEP 2019 ; Conference date: 19-06-2019 Through 22-06-2019",

}

Lambert, K, O'Connor, J, Alfrey, L & Penney, D 2019, 'Policy actors and artefacts bridging the policy-practice nexus in PETE' International Association for Physical Education in Higher Education 2019, New York, United States of America, 19/06/19 - 22/06/19, .

Policy actors and artefacts bridging the policy-practice nexus in PETE. / Lambert, Karen; O'Connor, Justen; Alfrey, Laura; Penney, Dawn.

2019. Abstract from International Association for Physical Education in Higher Education 2019, New York, United States of America.

Research output: Contribution to conferenceAbstractOther

TY - CONF

T1 - Policy actors and artefacts bridging the policy-practice nexus in PETE

AU - Lambert, Karen

AU - O'Connor, Justen

AU - Alfrey, Laura

AU - Penney, Dawn

PY - 2019

Y1 - 2019

N2 - This conference encourages us to think about how physical education teacher educators (PETE) might be able to build policy and practice bridges to/with/for others, such as pre-service and professional teachers. It invites us to cross over into other contexts in order to think about new ways to develop and deliver PETE courses as well as provide professional development in a variety of settings and in times of curriculum policy reform. This paper exemplifies this contextual bridge crossing process and its potential impacts in three ways. Firstly, it reports upon our work as ‘policy actors’ charged with making sense (interpreting) and then supporting (enacting) the new Australian Curriculum in Health and Physical Education (ACHPE) in our PETE classrooms and in schools. Secondly, it shares and analyses some artefacts to materialize as a result of our policy actor roles. In considering these insights we argue that teacher educators have the potential to influence PST and teachers’ thinking about and engagement with curriculum policy. Consequentially, some modest evidence of emergent impact of our policy artefacts on teachers, pre-service teachers, organisations and peers are provided. the paper seeks to provide insights around the performative potential and role of artefacts in documenting, producing and enabling policy enactments. Thus, as opposed to omitting the artefactual from policy enactment, we embrace it, arguing that artefacts can cross bridges to have performative potential and can play a key role in supporting curriculum policy enactment.

AB - This conference encourages us to think about how physical education teacher educators (PETE) might be able to build policy and practice bridges to/with/for others, such as pre-service and professional teachers. It invites us to cross over into other contexts in order to think about new ways to develop and deliver PETE courses as well as provide professional development in a variety of settings and in times of curriculum policy reform. This paper exemplifies this contextual bridge crossing process and its potential impacts in three ways. Firstly, it reports upon our work as ‘policy actors’ charged with making sense (interpreting) and then supporting (enacting) the new Australian Curriculum in Health and Physical Education (ACHPE) in our PETE classrooms and in schools. Secondly, it shares and analyses some artefacts to materialize as a result of our policy actor roles. In considering these insights we argue that teacher educators have the potential to influence PST and teachers’ thinking about and engagement with curriculum policy. Consequentially, some modest evidence of emergent impact of our policy artefacts on teachers, pre-service teachers, organisations and peers are provided. the paper seeks to provide insights around the performative potential and role of artefacts in documenting, producing and enabling policy enactments. Thus, as opposed to omitting the artefactual from policy enactment, we embrace it, arguing that artefacts can cross bridges to have performative potential and can play a key role in supporting curriculum policy enactment.

M3 - Abstract

ER -

Lambert K, O'Connor J, Alfrey L, Penney D. Policy actors and artefacts bridging the policy-practice nexus in PETE. 2019. Abstract from International Association for Physical Education in Higher Education 2019, New York, United States of America.