| 1. |
- Engdahl, Christopher, et al.
(författare)
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Free but not free-free’: teaching creative aspects of dance in physical education teacher education
- 2023
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Ingår i: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786. ; 28:6, s. 617-629
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Tidskriftsartikel (refereegranskat)abstract
- There is a global consensus that stimulating and fostering children’s creativity in education is crucial. Addressing creativity has become an imperative in educational policies and in school curricula internationally. School-based physical education (PE), and specifically the teaching area of dance, has been identified as an important pedagogical setting within which to develop creativity. Existing studies have suggested, however, that dance is seldom taught in PE in ways that acknowledge creative aspects of movement learning. Scholars have claimed that teaching pre-arranged dances with predetermined movement outcomes dominate dance teaching in PE. Furthermore, studies have asserted that the overarching regulative principles of PE and PETE that privilege sport skills and physical exercise hinder creative movement learning. Still, dance teaching is frequently seen as part of expressive dance teaching in PE and PETE and is regarded as holding potential in the area of education for creativity. Little scholarly attention has been given to how teacher educators approach creative aspects in dance teaching. Purpose This article aims to create insights into how PETE teacher educators understand and work with creative aspects of dance in their educational practice. Method and theory To address our aim, we investigate how teacher educators describe their teaching of creative aspects of dance. To do this, empirical material was generated through qualitative interviews with PE teacher educators from each of the PETE institutions in Sweden. The theoretical concepts of smooth and striated spaces and experimentation by Gilles Deleuze and Félix Guattari were used to guide the analysis of how the PETE educators described their teaching of creative aspects of dance. Deleuze and Guattari developed a framework that concerned questions of creativity and newness. Despite this conceptual framework having not yet been used in dance education in PE and PETE, their writing fits well when analysing questions of creativity in an educational context. Findings We identified three major themes relating to creativity in the empirical material: (a) creative aspects of expressive dance; (b) challenges that teacher educators face when introducing movement exploration in expressive dance to their students, and; (c) the teacher educators’ pedagogical work with students. Discussion The results of this study show that teaching expressive dance can take teaching in PE and PETE in new directions. The results provide insights into alternative ways of teaching in these educational settings that can counter the dominant ways of teaching dance. Results suggest that teacher educators operate in various striated spaces that are shaped by expectations and conventions. In such spaces, the educators aim to create momentary passages of smoothening that open up for experimentation and the development of students’ creativity. The results also suggest that expressive dance in PE and PETE emphasizes creative movement learning through which students learn to operate within new and unpredictable situations.
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| 2. |
- Svensson, Teresia, 1975-, et al.
(författare)
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Miljövetenskaplig undervisning i högre utbildning
- 2016
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Ingår i: Pedagogik för högskolelärare. - Möklinta : Gidlunds förlag. - 9789178449378 ; , s. 262-288
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Det finns didaktiska utmaningar och möjligheter relaterade till ett tvärdisciplinärtämnesområde som det miljövetenskapliga. En central fråga är hur miljövetenskapligutbildning kan utformas för att ge studenterna förutsättningaratt handskas med komplexa, idag möjligen okända, miljöfrågor i en kommandeyrkesverksamhet. I en svensk definition av didaktik är frågeorden Vad, Huroch Varför är centrala, vad bör en miljövetenskaplig utbildning innehålla,hur ska undervisningen genomföras och varför organiseras den som den gör?Det miljövetenskapliga ämnets framväxt har skapat läraktiviteter såsom: case,rollspel, debatt, och projekt. Alla har olika syfte vad gäller bearbetning av innehålloch färdighetsträning. Verklighetsanknuten undervisning är ett viktigt målinom det miljövetenskapliga utbildningsområdet och genom en genomtänktdesign kan studenterna få stöd för lärande inför de arbetsuppgifter de kommeratt möta i teori och i praktik.
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| 3. |
- Andersson, Erik, 1979-, et al.
(författare)
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Delaktighet som pedagogik och demokratiskt värde för fullföljandet av studier – kunskapsbidrag från ett utvecklingsprojekt
- 2015
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Ingår i: Utbildning och Lärande / Education and Learning. - Skövde : Högskolan i Skövde. - 2001-4554. ; 9:1, s. 80-100
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Tidskriftsartikel (refereegranskat)abstract
- Participation as a pedagogy and democratic value turns out to be a critical element in students’ completion of school. Completed education is a regional development project in which a survey has been conducted in order to identify successful strategies to promote completed education in school. In an analysis, in the context of the survey, with an emphasis on school and participation as a pedagogy and democratic value, several findings are shown. It turns out that the importance of participation manifests itself through an emphasis on the societal and democratic mission of school; school ethos; the value praxis of school; pedagogical approach; and viewing the pupil as capable. It is, in more detail, shown that it is particularly crucial to understand the completion of school as a pedagogical problem; create sustainable institutional structures not bound to one person; and to make sure that students are participants in their own studies.
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| 4. |
- Aggerholm, K., et al.
(författare)
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On practising in physical education : outline for a pedagogical model.
- 2018
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Ingår i: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786. ; 23:2, s. 197-208
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Tidskriftsartikel (refereegranskat)abstract
- Background: Models-based approaches to physical education have in recent years developed as a way for teachers and students to concentrate on a manageable number of learning objectives, and align pedagogical approaches with learning subject matter and context. This paper draws on Hannah Arendt’s account ofvita activato map existing approaches to physical education as oriented towards: (a) health and exercise, (b) sport and games, and (c) experience and exploration.Purpose: The aim of the paper is to outline a new pedagogical model for physical education:a practising model. We argue that the form of human activity related to practising is not well represented in existing orientations and models. To sustain this argument, we highlight the most central aspects of practising, and at the same time describe central features of the model.Relevance and implications: The paper addresses pedagogical implications the practising model has for physical education teachers. Central learning outcomes and teaching strategies related to four essential and ‘non-negotiable’ features of the practising model are discussed. These strategies are: (1) acknowledging subjectivity and providing meaningful challenges, (2) focusing on content and the aims of practising, (3) specifying and negotiating standards of excellence and (4) providing adequate time to practising.Conclusion: The practising model has the potential to inform new perspectives on pedagogical approaches, and renew and improve working methods and learning practices, in physical education.
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| 5. |
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| 6. |
- Barker, Dean, 1977-, et al.
(författare)
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Developing the practising model in physical education : an expository outline focusing on movement capability.
- 2018
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Ingår i: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786. ; 23:2, s. 209-221
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Tidskriftsartikel (refereegranskat)abstract
- Background: Physical educators currently have a number of pedagogical (or curricular) models at their disposal. While existing models have been well-received in educational contexts, these models seek to extend students’ capacities within a limited number of ‘human activities’ (Arendt, 1958). The activity of human practising, which is concerned with the improvement of the self, is not explicitly dealt with by current models.Purpose: The aim of the paper is to outline how a model of human practising related to movement capability could be enacted in physical education.Findings: Building on a theoretical exposition of human practising presented in a separate paper, this paper provides a practically oriented discussion related to: (1) the general learning outcomes as well as teaching and learning strategies of the model; (2) an outline of five activities that describe how the model could be implemented; and (3) the non-negotiable features of the model.Discussion: The model’s potential contribution to the ongoing revitalization of PE as an institutionalized educational practice is discussed. Points concerning how the model relates to wider physical cultures, its position regarding transfer of learning, standards of excellence, and social and cultural transmission are considered.Conclusion: The paper is concluded with some reflections on pedagogical models generally and how they relate to the pedagogical model of practising movement capability presented in this paper.
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| 7. |
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| 8. |
- Maivorsdotter, Ninitha, 1966-, et al.
(författare)
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Being a competent athlete or a competent teacher? : Aestetic experiences in physical education teacher education
- 2014
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Ingår i: European Physical Education Review. - London : Sage Publications. - 1356-336X .- 1741-2749. ; 20:3, s. 407-422
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to explore physical education teacher education students’ meaningmaking of participating in lessons – in this case gymnastics and basketball – based on their aesthetic judgements, expressed in written stories. A transactional approach, drawing on the work of John Dewey, was used in the study and the empirical data was generated through observations and collection of students’ written stories. A practical epistemology analysis was used in order to explore the students’ meaning-making in-depth. The purposes that the students ascribed to participating in the lessons were to develop both as athletes and as teachers. When analysing the stories, the importance of being a competent athlete emerged as the main purpose of participating in the lessons, and the majority of the students never included the purpose of developing as a teacher in their stories at all. By making the competent athlete the centre of their participation, other positions of participation were excluded or marginalized. However, even if all the students’ stories contribute to the collective appropriation of the type, the majority did not include the projected, ideal type in all respects. In their stories, it was clear that many of the students expressed a tension between doing gymnastics or basketball within the context of competitive sport and doing the same activities within the context of physical education teacher education. Even if the students did not fulfil this awareness of contrasting ideals by undoing ‘the competent athlete’ completely, many of them did highlight the conflict.
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| 9. |
- Meckbach, Jane, et al.
(författare)
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Exergames som läromedel i Idrott och hälsa?
- 2013
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Ingår i: SVEBIs konferens 2013.
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Konferensbidrag (refereegranskat)abstract
- TV-spel, så kallade exergames, där kroppsrörelse är i fokus har under senare år ökat i popularitet. Kan detta spel användas i undervisningen i idrott och hälsa? I denna artikel presenteras lärares uppfattning om och inställning till exergames. Bakgrunden till denna studie är att en ny typ av TV-spel (exergames) har trätt in på marknaden, t. ex. Wii sports, Dance Dance Revolution, Your Shape. I dessa spel utgör fysiska aktiviteter och kroppsrörelser det centrala inslaget och utförs genom användandet av balansplattor, step-up brädor, motionscyklar, dansmattor eller genom att en handkontroll används som racket vid exempelvis tennisspelande. Under de senaste åren har spelen i allt större utsträckning lyfts fram i flera länder, t. ex. England, Kanada, Australien och USA, som en möjlig aktivitet att använda i skolans undervisning i idrott och hälsa.Avsikten med forskningsprojektet TV-spel som hälsofostran är att studera spelen i termer av dess utbildningsvärde. I denna studie är syftet att beskriva svenska lärares uppfattning om och användning av exergames i idrott och hälsa samt de hinder och motiv som finns med att använda spelen i undervisningen utifrån en enkätstudie. Ett första led i detta projekt var att presentera projektet i tidskriften Idrott & Hälsa under hösten 2011. Till detta nummer av tidskriften bifogades även en enkät, som vände sig till lärare i idrott och hälsa i både grund- och gymnasieskolan. Enkäterna nådde med andra ord de som prenumererar på tidningen och de som tar del av tidningen i landets samtliga skolor. Enkätsvaren har kodats och förts in i statistikprogrammet SPSS och därefter har den statistiska bearbetningen, tabeller och analyser genomförts i nämnda program. I huvudsak använder vi oss av deskriptiv data och korstabellsanalyser i resultaten.Totalt har enkäten besvarats av 493 lärare (40% män 60% kvinnor), vilket motsvarar 10 procent av samtliga lärare i idrott och hälsa. Nästan 80% av lärarna var bekanta med spelen Nintendo Wii, Kinect eller Move. Var sjätte lärare spelade själva på fritiden och 17 lärare (3%) hade provat på att använda exergames i sin undervisning; som en valbar aktivitet, stationsträning, ett moment där hela klassen deltog framför en skärm, en möjlighet för elever som ej vill delta i storklass eller för elever med funktionsnedsättning. Hinder för att använda spelen är:att spelen kostar för mycket men också att lärarna själva har för dåliga kunskaper om spelen samt att de prioriterar andra aktiviteter. Det främsta motivet till att använda spelen i undervisningen är att spelen har ganska eller stora möjligheter att stimulerar eleverna till fysisk aktivitet.Vid analysen av resultaten framkommer att majoriteten har en positiv inställning till spelen, dock behöver troligtvis lärarnas egna kunskaper om spelen öka för att möjliggöra en implementering av ett nytt läromedel inom ämnet idrott och hälsa. För lärare handlar undervisningssituationer om att planera, genomföra och följa upp undervisningen. Det handlar således om att göra urval av olika lärsituationer med stöd av olika läromedel och till detta krävs en didaktisk reflektion. Forskning kan här bidra med att problematisera användandet av exergames som läromedel för att visa på om och i så fall hur spelen kan användas i en lärsituation. Det centrala vid införandet av alla läromedel i skolan är således dess utbildningsvärde, och inte som en del forskning framhåller dess värde för individers energiförbrukning.Quennerstedt, M. et.al. (in review). Why do Wii teach physical education in school?Meckbach, J. et al. (in review). Exergames as a teaching tool in physical education?
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| 10. |
- Nordvall, Henrik
(författare)
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Folkbildning som mothegemonisk praktik?
- 2002
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Ingår i: Utbildning och demokrati. - : Orebro University. - 1102-6472 .- 2001-7316. ; 11:2, s. 15-32
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on social movements as learning sites in Gramscian terms of hegemony and counter-hegemony. The author relates the emancipatorial aspects of the Swedish tradition of liberal adult education, to the early 2000s new (and older) social movements challenging for example neo-liberal and corporate globalization. Hence the article presents a perspective on learning environments and public spheres created within progressive social movements as possible sites of counter-hegemonic activity.
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