| 1. |
- Backman, Erik, 1972-, et al.
(författare)
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Transitions from Physical Education Teacher Education to teaching practices in Physical Education
- 2019
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Konferensbidrag (refereegranskat)abstract
- Research display mixed results regarding the impact that teacher education have on teaching practices in schools. While some studies indicate weak influence of teacher education, others display that some content and perspectives in teacher education seem to find their expressions in school practice. Despite the lack of research about the impact of physical education teacher education (PETE), a few existing studies display the same twofold result as for teacher education in general. In this study, we have chosen a certain content, assessment of learning (AFL) in order to investigate the influence that PETE can have for newly qualified teachers (NQT) in physical education (PE). The aim of the project is twofold. Firstly, inspired by Bernstein’s theory of the pedagogic device, the aim is to investigate how AFL is constructed in university courses, re-contextualised in practicum courses, and realised in teaching practice in school PE. Secondly, and inspired by Ball’s theory of performativity, the aim is to analyse fabrications of AFL in the transitions from PETE to PE teaching practice. The design of the project is to follow a total of 10 PETE students recruited from two different PETE universities in Sweden to study how their understanding and teaching practice of AFL is transformed from PETE to PE. Empirical material will be gathered from recordings of seminars, observations for teaching, stimulated-recall-interviews, and participation in social media.
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| 3. |
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| 4. |
- Brolin, Magnus, et al.
(författare)
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A salutogenic strengths-based approach in practice : an illustration from a school in Sweden
- 2018
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Ingår i: Curriculum Studies in Health and Physical Education. - : Routledge. - 2574-2981 .- 2574-299X. ; 9:3, s. 237-252
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Tidskriftsartikel (refereegranskat)abstract
- Despite an extensive debate and an openness of teachers to a strength-based approach to health and physical education, it is not always clear what a salutogenic strengths-based approach might look like in practice, at least not in the day-to-day work in schools. The purpose of this article is to present a salutogenic strengths-based school initiative in Sweden and to identify health discourses in the school's practice. An insider perspective is used to explore health in the school through Brookfield's four lenses for exploring one's own teaching practice. Two health discourses are identified: (1) an individual health discourse rooted in the fostering of personal development, and (2) a value-based health discourse build up around social relations and the fostering of democratic values. The individual health discourse can be understood as based in a pathogenic norm, and in the investigated school practice the individual health discourse dominated the school health initiative despite the salutogenic intentions.
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| 5. |
- Korp, Peter, 1966, et al.
(författare)
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Making sense of health in PE : conceptions of health among Swedish physical education teachers
- 2023
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Ingår i: Health Education. - : Emerald Group Publishing Limited. - 0965-4283 .- 1758-714X. ; 123:2, s. 79-92
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Tidskriftsartikel (refereegranskat)abstract
- PurposeOver the last couple of decades, health has become a central part of the subject content in physical education (PE) curricula in many countries. As a result, issues of health have been foregrounded much more clearly in the teaching of PE. The aim of this study was to explore how Swedish PE teachers make sense of health in relation to their teaching practices. This was done through investigating conceptions and theories about health in the teachers' descriptions of their teaching practices.Design/methodology/approachThe data analyzed in this paper were collected through focus group and individual interviews with PE teachers in the grades 7-9 within compulsory schools in Sweden. The data were analyzed using thematic analysis.FindingsFour dominant themes were identified in the data: 1) Health as a healthy attitude, 2) Health as a functional ability, 3) Health as fitness, 4) Health as mental wellbeing. There is a clear impact from healthism and obesity discourses on the teachers' accounts of health, but there is also an impact from holistic views and approaches to health. The authors contend that teachers should be explicit in what they mean by health in relation to what they teach, how they teach and why they teach health in a certain way.Originality/valueThe knowledge produced by this study is crucial since teachers' assumptions regarding health affect the subject content (what), the pedagogies (how), as well as the reasons (why) they teach health and therefore what students learn regarding health.
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| 6. |
- Larsson, Håkan, et al.
(författare)
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Heterotopias in physical education : towards a queer pedagogy?
- 2014
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Ingår i: Gender and Education. - Abingdon : Routledge. - 0954-0253 .- 1360-0516. ; 26:2, s. 135-150
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Tidskriftsartikel (refereegranskat)abstract
- This article sets out to outline how prevailing gender structures can be challenged in physical education (PE) by exploring queer potentials in an event that took place during a dancing lesson in an upper secondary PE class. The event and its features were documented through video recording and post-lesson interviews with the teacher and some of the students. It is argued that the event can be seen as a heterotopia, according to Michel Foucault a 'counter-site' enabling the resistance to authority, where the production of normalcy was challenged. Furthermore, even though the event happened spontaneously, the authors suggest that it can show a way towards a queer pedagogy for PE through teaching paradoxically; it indicates a preferred ethos of the lesson and the use of conceptual tools by teachers and students that make them able to intervene in the production of normalcy.
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| 7. |
- Almqvist, Jonas, 1968-, et al.
(författare)
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Is There (Any)Body in Science Education?
- 2015
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Ingår i: Interchange. - Dordrecht, Netherlands : Springer Netherlands. - 0826-4805 .- 1573-1790. ; 46:4, s. 439-453
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Tidskriftsartikel (refereegranskat)abstract
- In this article we develop and use a comparative approach for studies of the role of the body in meaning making processes in science education (SE). In debates about learning, the discussion often centres on how to explore the relation between body and mind. For example, many studies either focus on changes of bodily behaviour or on changes of people’s conceptions and ideas. In a pragmatic perspective on learning it is not possible to envision an ontological distinction between body and mind. By comparing video recordings of physical education lessons, we have studied the role of the body in meaning making processes in SE. The results show that the body is used and constituted in different ways in the analysed situations and how the participants use artefacts in order to do things in a way that would not otherwise be possible. Furthermore, we argue that the comparative approach developed in the article, together with the results of the study, can be used by teachers in their discussions about teaching in relation to different educational objectives and content.
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| 8. |
- Backman, Erik, 1972-, et al.
(författare)
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How does physical education teacher education matter? : A methodological approach to understanding transitions from PETE to school physical education
- 2023
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Ingår i: Physical Education and Sport Pedagogy. - : Routledge. - 1740-8989 .- 1742-5786. ; 28:4, s. 411-424
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Tidskriftsartikel (refereegranskat)abstract
- Background: In this paper, we will address the question of how physical education teacher education (PETE) matters and suggest one way to explore the potential impact of PETE. A distinguishing feature of the studies of PETE's impact on physical education is that they either include perspectives from preservice teachers involved in PETE courses or perspectives from physical education teachers in schools looking back at their education. Longitudinal attempts to follow preservice teachers’ journey from education to workplace, in order to grasp how they perceive the relation between teacher education and teaching practice in schools, and the transition between these contexts, are few and far between. This gap of knowledge is a missing piece of the puzzle to further develop PETE, and to inform life-long professional development for teachers.Purpose: The purpose of this paper is twofold. First, we develop and present a methodological approach for investigating the transition of content areas from courses in PETE into teaching practice in school physical education. Second, we will illustrate the potential utility of this methodological approach in longitudinal studies by showing how one particular content area, Assessment for Learning (AfL), was investigated through the use of methods and theories described in the first part of this paper.Methodology: The suggested longitudinal approach involves Stimulated Recall (SR) interviews with pre- and postservice teachers, observations and communication with groups of students and teachers through social media. The construction, recontextualisation and realisation of pedagogic discourses regarding content areas are suggested to be analysed through a combination of Bernstein's concept of the pedagogic device and Ball's concept of fabrication.Results and Conclusions: The longitudinal design and the suggested methodology can provide answers to how content areas are transformed in and between PETE and school physical education. A combination of the theoretical perspectives of Bernstein and Ball enables us to say something not only about how pedagogic discourses regarding content areas are constructed, recontextualised and realised in PETE and school physical education, but also about what content areas become in terms of fabrications in the transition between these contexts. To conclude, we argue that the methodological research design can be used to explore different content areas in PETE and that this methodology can contribute to knowledge about how PETE matters for school physical education.
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| 9. |
- Backman, Erik, et al.
(författare)
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How does physical education teacher education matter? : A methodological approach to understand transitions of content areas from PETE to PE
- 2021
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Ingår i: Book of Abstracts. ; , s. 193-193
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Konferensbidrag (refereegranskat)abstract
- In this paper, we will address the question of how physical education teacher education (PETE) matters and suggest one way to explore the potential impact of PETE. A distinguishing feature of the studies of PETE’s impact on physical education is that they either include perspectives from preservice teachers involved in PETE courses or perspectives from physical education teachers in schools looking back at their education. Longitudinal attempts to follow preservice teachers’ journey from education to workplace, in order to grasp how they perceive the relation between teacher education and teaching practice in schools, and transitionsbetween these contexts, are few and far between. This gap of knowledge is a missing piece of the puzzle to further develop PETE, and to inform courses or life-long professional development for teachers. The purpose of this paper is to present a methodological approach for investigating transitions of content areas from courses in PETE into teaching practice in school physical education. This will be done trough combining the theoretical perspectives of Bernstein and Ball with a longitudinal study design. The theory of Bernstein enables us to say something about howpedagogic discourses are constructed, recontextualised and realised in PETE and in school physical education. The theory of Ball enables us to say something about about whatcontent areas become, in terms of fabrications, in the transition between these contexts. The longitudinal design will provide us with answers to how and what pedagogic discourses regarding content areas are transformed into in and between PETE and school physical education. The suggested methodology involves Stimulated Recall (SR) interviews, observations and communication with groups through social media. SR-interviews provides an immediateness in the reflection on teaching practice and content areas. Using social media groups is an effective strategy for maintaining contact with examined preservice teachers when they leave university.
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| 10. |
- Backman, Erik, 1972-, et al.
(författare)
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Peer assessment in physical education teacher education - a complex process making social and physical capital visible
- 2023
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Ingår i: Curriculum Studies in Health and Physical Education. - : Taylor & Francis. - 2574-2981 .- 2574-299X.
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Tidskriftsartikel (refereegranskat)abstract
- Peer assessment has been proven to improve learning for both the observer and the observed. One dimension of peer assessment that has been given little attention in the context of physical education teacher education (PETE) is the tension that exists when peers give feedback on each other's work. In this paper, we report on Swedish preservice teachers' (PST) views on peer assessment used in PETE school placements. Our findings reveal four mechanisms of peer assessment assigned value in PETE: (i) building social relations, (ii) making 'what to learn' visible, (iii) giving correct feedback, and (iv) handling sensitive and gendered comments. Inspired by Bourdieu, we discuss learning potentials and complex challenges with peer assessment, where the combination of social capital and physical capital decides what is possible to say and to whom when peer assessment is used in the PETE school placement and in school physical education (PE).
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