| 11. |
- Bergentoft, Helene, 1964
(author)
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Running: A way to increase body awareness in secondary school physical education
- 2020
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In: European Physical Education Review. - 1356-336X .- 1741-2749. ; 26:1, s. 3-21
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Journal article (peer-reviewed)abstract
- Research suggests that young people’s understanding of how their bodies move in space and time is deteriorating. The aim of this study was to examine how students learn to analyse sensations and feelings while running. In total, 94 students aged 16–19 years and seven physical education (PE) teachers from two different secondary schools participated in the study. Five different PE lessons were designed, conducted and analysed based on the tenets of variation theory. Two questions guided the investigation: (a) What aspects of the running movement do students discern as critical for increased awareness of body posture in running? (b) In what way do lesson designs and teaching techniques affect students’ identification of critical aspects of body posture in running? The paper provides examples of how embodied exploration of body awareness can be used as an educational means to enhance movement capabilities. Two themes are identified and described: tentative critical aspects of body posture for running, and differences in students’ ways of developing movement capability. The paper concludes with a summary of the main results along with reflections on issues that require further attention.
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| 12. |
- Bergentoft, Helene, 1964, et al.
(author)
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Teachers’ actor-oriented transfer of movement pedagogy knowledge in physical education
- 2022
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In: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786.
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Journal article (peer-reviewed)abstract
- Background: Physical education (PE) teachers in practically all countries are expected to help their students develop movement capability. To achieve this objective, teachers need certain knowledge and competencies. The question of how PE teachers should develop their capacities to achieve this task has received only limited research attention. Aim: The broad objective of this paper is to contribute to the literature on how PE teachers can develop knowledge and competencies in the area of movement capability related to students’ learning. The specific aim is to identify aspects of the design of instruction in physical education that enhance teachers’ actor-oriented transfer of movement pedagogy knowledge, during a collaborative professional development intervention. Method: The study is an analysis of three conducted learning studies in PE at upper secondary schools in Sweden. The studies involved seven PE teachers from two different schools. Our empirical material consists of (a) notes from team meetings (n = 14), (b) lesson plans (n = 9), (c) video-recorded and transcribed lessons (n = 9), and (d) results of students’ learning outcomes (n = 9). Findings: PE teachers’ analysis of their own teaching sequences in teams supported their actor-oriented transfer of movement pedagogy knowledge, which developed their abilities to further elaborate their instruction in new teaching situations. Moreover, teachers gained insights into how to further develop the quality of instructional design as expansions of earlier experiences. Lastly, a relationship between PE teachers’ actor-oriented transfer and students’ increased learning of movements was found. Conclusion: Our conclusion is that collaborative professional development for PE teachers, which supports actor-oriented transfer, should be offered to enhance teachers’ movement pedagogy knowledge.
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| 13. |
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| 14. |
- Bergentoft, Helene, 1964
(author)
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Teachers’ learning: Interventions based on previous teaching experiences.
- 2015
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In: Teaching for tomorrow today. International Association of Teachers and Teaching (ISATT). - Auckland : Edify Ltd. - 9780473329068
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Book chapter (peer-reviewed)abstract
- This chapter is about how teachers’ knowledge about student learning and lesson design of a specific content can be evolved through teacher collaboration in a cross-school setting. The learning content is illustrated with learning about body posture whilst running in the subject matter Physical education and health at grade 12. Students learning opportunities differ between classrooms and schools (OECD, 2007; Pianta, Belsky, Hours & Morrison, 2007; Raudenbush, 2009). Classroom practices are one of three identified key areas to regarding equity in education (OECD, 2007). Knowledge of best instructional practice is a mean to achieve educational equality (Raudenbush, 2009). The use of a system that centers on the creation of shared instructional product that guides classroom teaching is one way to solve the problem of variation in educational quality from one school to another (Morris and Hiebert, 2011). Learning studies is one model for such a system, since focus of the model is on constructing knowledge concerning objects of learning as well as teaching-learning relations (Holmqvist, 2011; Lo & Marton, 2012). The aim of this chapter is to describe how mediated means are shaped and aggregated into activity during a school development project where learning study is used as a model. The research questions asked are: 1. In what way can variation theory be used as mediated mean to design lessons? 2. How do the theoretical conjectures as mediated means shape the activity?
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| 15. |
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| 16. |
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| 17. |
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| 18. |
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| 19. |
- Holmqvist, Mona, et al.
(author)
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Teacher researchers creating communities of research practice by the use of a professional development approach
- 2018
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In: Teacher Development. - : Informa UK Limited. - 1366-4530 .- 1747-5120. ; 22:2, s. 191-209
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Journal article (peer-reviewed)abstract
- © 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group The aim of this article is to elucidate how teacher researchers use a theoretical framework as mediated tool to create boundaries in communities of research practices (CoRPs) and how this effects student learning. If, and in what way, knowledge developed in one practice can be used to inform the next is also examined. Two teacher researchers implemented two CoRPs each, one as internal participant and one as external participant. In total, 202 students, 22 teachers, 2 teacher researchers, and 1 researcher participated. The qualitative analysis is framed by Wenger’s three boundary dimensions: engagement, imagination, and alignment. The results show that teachers’ actions in the second practice, no matter if they were internal or external participants, are characterized by a higher degree of security and knowledge and the lessons implemented are more effective regarding the students’ learning outcomes than in the first. The results show that knowledge develops in an interaction order regardless of the internal or external community order. The result from the first team informs the starting point for the second team, and knowledge boundaries are transferred by the teacher researcher from one CoRP to the other.
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| 20. |
- Holmqvist Olander, Mona, 1961, et al.
(author)
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Theory-based instruction – a key to powerful improvements when learning to regulate body tension in an upper secondary school
- 2014
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In: International Journal of Lesson and Learning Studies. - : Emerald Group Publishing Ltd.. - 2046-8253 .- 2046-8261. ; 3:1, s. 24-45
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Journal article (peer-reviewed)abstract
- Purpose – The purpose of this paper is to explore in what way gradually increasing teachers’ theory-based instruction affects the students’ learning outcomes, illustrated by the example of learning how to regulate body tension in the upper secondary school. Design/methodology/approach – In total, 72 students from four classes participated in the study. The way the students were offered to understand “regulation of tension” was designed by variation theory, and the method used was learning study, an iterative process whereby the results from the first lesson are the basis for the design of the next implementation in a new group of students. Findings – There is a significant increased learning outcome in all four lessons, but in Lesson D, where the highest increase (129 percent) was found, all students improved their results. The use of the theoretical framework had effect on the teachers to vary only the most important aspects in the instruction in the last cycle, where the features chiselled out during the study (e.g. heart rate, respiration, muscle tension) were contrasted more clearly, which had an impact on the students’ learning. Based on the theoretical framework, the teachers got more skilled at experiencing what should vary and what should be kept invariant in order to facilitate the students’ learning. In the last intervention, the teachers found one pattern of variation which was more powerful than the previous. In this one, the physical activities were kept invariant, but different responses of the sympathetic nervous system were contrasted, one at a time, to establish knowledge of different bodily responses to tension. Originality/value – Learning study has mainly been used in subjects such as Mathematics or other theoretical issues but this paper describes in what way learning study can be used in PE. So second, the result of this study contributes to knowledge about how students’ learning outcome in PEH can increase by directing focus on an object of learning rather than actual learning activity. The object of learning in this study is to learn to regulate tenseness and the learning outcomes have been analyzed in the perspective of variation theory.
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