"To Be" as a Project: an Autoethnography of the Vital Project Construction Process for a Physical Education Teacher

Irene López Secanell

Abstract


This essay has the purpose of analyzing the development of my vital project as a Physical Educations teacher. It has been designed using the qualitative methodology through a reflexive auto ethnography with the biographical accounts that I had developed for the past 7 years. The categories that structure the results correspond to the stages that according to Romero (2004) are necessary to reach the vital project: “Reconnaissance stage”, “Crystallisation stage”, “Specification stage” and “Fulfilment stage”. The analysis confirms that going through all of these stages has allowed me becoming a reflective, critical and creative person and has eased me reaching my vital project. In addition, the essay shows the professional development that I have experienced along the process and that has allowed me setting up a new innovative physical education based on the Contemporary Art. It concludes with the importance for the teachers to think about their vital project in order to share with their students the importance that using biographical accounts has as instruments to show them the evolution of a teacher's professional practice.


Keywords


Physical Education, vital projects, autobiographical accounts, auto ethnography, teacher's initial education



DOI: http://dx.doi.org/10.17583/qre.2018.3051

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Qualitative Research in Education | ISSN: 2014-6418

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