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- 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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- Almqvist, Jonas, 1968-, et al.
(författare)
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How Wii Teach Physical Education and Health
- 2016
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Ingår i: SAGE Open. - Thousand Oaks, USA : Sage Publications. - 2158-2440. ; 6:4, s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- The use of educational computer games in physical education (PE) has become more popular in recent years and has attracted research interest. The aim of the article is to investigate how physical activities and images of the human body are offered by the game. The results show how the “teacher” constituted in the games is one who instructs and encourages the players to exercise and think about their bodies, but not a “teacher” who can help students to investigate, argue, or discuss images of health and the human body. We argue that the use of a wide range and variety of ways of teaching would make the teaching richer and offer a deeper understanding about the body and health.
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- 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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- Andersson, Joacim, PhD, 1978-, et al.
(författare)
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A Transactional Understanding of Movement Learning
- 2020. - 1
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Ingår i: Learning Movements. - New York : Routledge. - 9780367356811 - 9781003142775
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Bokkapitel (refereegranskat)abstract
- The chapter clarifies how a transactional approach, by providing a specific view of the relationship between bodies and environments, can inform movement learning analysis. By emphasising classical pragmatism’s central ideas of experience (radical empiricism) and learning (the process of inquiry) two transactional principles are identified and then discussed in relation to empirical research. Methodological challenges, such as how to deal with the individual and social as simultaneous and mutual, and how to handle learning as practical and embodied, are described through previous empirical research. In doing so, the chapter explains how movement have been explored in term of what stands fast for participants in movement, which gaps they experience when they move, and what it means to create relations between old and new experiences. Using concepts of stand fast, gap, and relation transactional informed empirical research has gained detailed descriptions of, for example, how pupils navigate spatial-temporal conditions through movement, establish and maintain habits, achieve stability in terms of cooperation, use aesthetic judgements to make sense of movement, accept or refrain from intergenerational touch and gain balance and manoeuvrability in dinghy sailing. Transactional models used in research can, furthermore, be used by practitioners in order to observe, understand and discuss ongoing movement learning in their own or others’ practices. For example, help learners to identify certain gaps, privilege specific standing fast moments and recognize when and which relations fulfil certain purposes.
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- 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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