18 SES 06 A, Developing Critical Digital Health Pedagogies for Teachers of Physical Education
The third paper will focus on presenting preliminary results of the workshops developed in two countries (Spain and UK) with different groups of PE teachers. F irst, we will explain the specific teaching contexts and the challenges addressed to develop the different workshops and how we adopted an adaptive, flexible and creative approach to adjust our project to the continuous changes in our universities and schools due to the pandemic. Secondly, we hope to explain the results of the co-creative knowledge process that it would develop through creative participatory methodologies and a design thinking model to help teachers to design new activities. We would also detail the results obtained in the follow-up phase, when the teachers have to develop the designed digital health activities with their own students. Finally, the evaluation of the training process to highlight strengths and limitations would be provided.
Gray, S, MacIsaac, S & Harvey, W 2018, 'A comparative study of Canadian and Scottish students'' perspectives on health, the body and the physical education curriculum: The challenge of ‘doing’ critical', Curriculum Studies in Health and Physical Education, vol. 9, no. 1, pp. 22-42. Rich, E., Lewis, S., & Miah , A. (2020). Digital health technologies, body pedagogies and material-discursive relations of young people’s learning about health. In D. Leahy, K. Fitzpatrick, & J. Wright (Eds.), Social Theory and Health Education (pp. 182-185). Routledge. Rich, E., & Miah, A. (2014). Understanding Digital Health as Public Pedagogy: A Critical Framework. Societies, 4(2), 296-315. https://doi.org/10.3390/soc4020296
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