A Comparison of virtual physical education teacher education experiences in Brasilia  and Ottawa: learning together in COVID-19 times

Juliana de Oliveira Freire; Rebecca Lloyd; Ingrid Dittrich Wiggers

doi:10.15210/interfaces.v22i.23022

Juliana de Oliveira Freire University of Brasilia https://orcid.org/0000-0002-7653-1241
Rebecca Lloyd University of Ottawa
Ingrid Dittrich Wiggers University of Brasília https://orcid.org/0000-0001-5412-7021

DOI: https://doi.org/10.15210/interfaces.v22i.23022

Resumo

The COVID-19 pandemic inspired changes in the way we teach and think about the curriculum of physical education (PE). This comparative inquiry pays particular attention to the ways PE was introduced in two university teacher education programs, one based in Brasilia-Brazil and the other in Ottawa-Canada. The three dimensions which guided our comparative analysis included: a) our respective COVID-19 circumstances, b) the PE Elementary Curriculum which we introduce to our teacher education students, and c) our course plan for teaching Physical Education Teacher Education (PETE) students from August to December of 2020. Despite the difficulty of going through the trauma brought forth by COVID-19, this article reveals how three academics came together to co-create, share, and compare their PETE practice which integrated technology, virtual games, break-out room discussions and social media challenges. Through ongoing dialogue and an openness to learn from each other, this comparative inquiry created an opportunity for an exchange of ideas, support and hope for the future of PETE.

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Biografia do Autor

Juliana de Oliveira Freire, University of Brasilia

PhD in education at the University of Brasilia, in Brazil, with experience as a Physical Education teacher and researching the curriculum-as-a-living-experience. She is currently a visiting student researcher at the University of Ottawa with an invested interest in comparative studies in education.

Rebecca Lloyd, University of Ottawa

Director of Graduate Studies in the Faculty of Education at the University of Ottawa. Her award-winning, SSHRC-funded research is premised on interdisciplinary approaches to enhancing movement. Her current InterActive for Life Project promotes social-emotional relational connection in and through movement. See her https://function2flow.ca/ website for a listing of her publications, physical education resources and methodological guidelines for motion-sensing phenomenology.

Ingrid Dittrich Wiggers, University of Brasília

Full Professor at the Faculty of Physical Education and Faculty of Education at the University of Brasilia (UnB). She is the coordinator of the Image — Research Group on Body and Education. She has invested interest in comparative studies in Education, Didactics of Physical Education, socio-historical aspects of the body, childhood, media education, school, children’s drawings, and History of Physical Education.

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