Narrated School Trajectories from Lived Physical Education: Configuring Teacher Agency
DOI:
https://doi.org/10.5212/PraxEduc.v.21.26427.049Abstract
This study examines how teacher agency is configured through school trajectories narrated by students enrolled in Physical Education teacher education programs in Chile. Using a qualitative narrative approach, twelve life stories were interpreted to analyze the pedagogical and formative meanings that school experiences mobilize in the construction of teacher subjectivity. The findings show that teacher agency begins to develop prior to university training, within school memories marked by reproductive practices, gender stereotypes, and meaningful pedagogical experiences that project critical dispositions toward teaching. It is concluded that narrating these trajectories allows school experience to be understood as a process of subjectivation from which new possibilities for agency and the projection of pedagogical action emerge.
Keywords: Teacher agency. Initial teacher education. School trajectories.
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