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Douglas College > Programs & Courses > Faculties > Science and Technology > Sport Science > Faculty > Karen Sirna
Position (title): Instructor & Diploma Coordinator
Faculty of Science and Technology
Office #: 1342
Office phone: 604-527-5045
Education Credentials: BA & M.Sc. (University of Western Ontario); B.Ed. (University of Toronto);
PhD (University of British Columbia)
Academic & Professional Profile:
Karen is a former Elementary School Principal and teacher with 13 years experience working in Kindergarten-Grade 8 school settings in Ontario. After teaching and coaching children & youth, Karen moved to British Columbia to complete her PhD in Education (Curriculum & Pedagogy), at UBC. To further integrate her education and experience Karen conducted post-doctoral research at The University of Queensland, Australia focusing on physical education teacher education. Since returning to Canada in 2007, Karen has been an instructor in the Sport Science Department at Douglas College. Currently, her research interests include pedagogy & cultural studies related to physical education, sport, and the body.
Teaching Concentrations: Karen teaches courses which focus on the socio-cultural aspects of sport, health, and the body as well as curriculum and pedagogy.
The International Association of Physical Education in Higher Education (AIESEP)
Canadian Society for Studies in Education (CSSE)
American Educational Research Association (AERA)
Physical & Health Education Canada (PHE)
Ontario College of Teachers (1989-2006)
Tinning, R., & Sirna, K. (Eds.). (2011). Education, social justice and the Legacy of Deakin University: Reflections of the Deakin Diaspora. Sense Publishers.
Sirna, K. (2011). Pedagogical work of social media: Constructing bodies, health, and sport. Paper for the Quality Daily Physical Education (QDPE) Conference, New Westminster, Canada.
Sirna, K., Tinning, R., & Rossi, T. (2010). Social processes of health and physical education teachers’ identity formation: Reproducing and changing culture. British Journal of Sociology of Education, 31(1), 71-84.
Rossi, T., Tinning, R., McCuaig, L., Sirna, K., & Hunter, L. (2009). With the best of intentions: A critical discourse analysis of physical education curriculum materials. Journal of Teaching in Physical Education,28(1), 75-89.
Sirna, K., Tinning, R., & Rossi, T. (2008). The social task of learning to become a physical education teacher: Considering the HPE subject department culture. Sport, Education & Society, 13(3), 285-300.
Rossi, T., Sirna, K., & Tinning, T. (2008). The process of becoming a health and physical education teacher: The HPE subject department office as a site of performance. Teaching & Teacher Education, 24 (4), 1029-1040.
Rossi, T., & Sirna, K. (2008). Creating physical education in remote Australian schools: Overcoming the tyranny of distance through communities of practice. Journal of Research in Rural Education, 23(6), http://jrre.psu.edu/articles/23-6pdf.
Sirna, K., Tinning, R., & Rossi, T. (2008). Becoming a health and physical education teacher: The health and physical education subject department office as a site for workplace learning. Paper for The Canadian Society for Studies in Education Annual Conference, Vancouver, Canada.
Sirna, K. & Tinning, R. (2007). Tensions in teachers’ identities as critical educators for justice. In P. Jenlink (Ed.), Teacher identity and the struggle for recognition.
Sirna, K. (2006). Elementary teachers: Forming political identities as social agents. Teacher Education & Practice, 19(2).