| 1. |
- Huitfeldt, Åke, 1953-
(författare)
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Passar jag in? : Nyanlända ungdomars möte med idrottsundervisning
- 2015
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study deals with newly arrived young people’s perceptions of Physical Education and Health (PEH). Many in this group are not familiar with the culturally specific elements of Swedish PEH. The study highlights the meanings they attach to participation in PEH and the consequences on their participation in PEH. The study is based on qualitative interviews with six young immigrants in a medium sized city in Sweden. They have come from different countries, have different religions and are of different genders. The results have been interpreted using Dewey’s pragmatic transactional approach. Some results from the study are that school PEH is an important activity for the interviewees offering opportunities, new contacts, improvement of language and other skills. Their narratives indicate that their physical health does not constitute a limitation but rather an opportunity to participate in PEH. On the other hand, certain aspects of their psychological and social health may sometimes constitute limitations to their participation in PEH. The girls are affected both by the market forces norm that tells that they should be nice and sweet and of their own cultural norm that tells that they should not be too physically active. It is easier for the boys than the girls in the study to participate in sports both in school and during leisure time. On the basis of the results of the study and of previous research, the discussion suggests ways of facilitating this group’s participation in PEH, the important point being that they should be treated as individuals.
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| 2. |
- Jedemark, Marie, 1961-, et al.
(författare)
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Bedömning och examination i verksamhetsförlagd utbildning
- 2019
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Olika insatser har genomförts inom högre utbildning för att möta efterfrågan på tydligare styrning, ökad effektivitet och kvalitet. Vid lärarutbildningarna finns för den verksamhetsförlagda utbildningen, utöver kursplan, dokument som avser att åstadkomma en transparent och likvärdig bedömningsprocess med hög kvalitet. Syftet med studien är att granska och analysera bedömningsprocessen i den verksamhetsförlagda utbildningen. Frågorna som behandlas är: hur beskrivs lärandemål och bedömningsprocessen i de olika dokumenten? Hur används dokumenten av vfu-läraren och studenten? Hur bedömer vfu-läraren studenternas prestationer och hur uppfattar studenterna bedömningsprocessen? Studiens empiriska material utgörs av observationer av kursens seminarier, intervjuer med vfu-lärare, fokusgruppsintervjuer med studenter samt styrdokument och lokala dokument. Resultatet visar på bristande samstämmighet mellan kursplan och dokument. Dokumenten tolkas av vfu-lärare på olika sätt, vilket leder till att bedömningsprocesserna inte genomförs likvärdigt. Inom kursen identifieras fyra bedömningspraktiker: styrning som bekräftelse, styrning med behov av förstärkning, styrning som misstroende och styrning gällande andra. I den första bedömningspraktiken ses dokumenten som en mall där vfu-läraren som facilitator kontrollerar att studenterna lämnar in bedömningsunderlagen. I den andra bedömningspraktiken används dokumenten som avcheckningsbara matriser och vfu-läraren som verkställare beslutar om extra bedömningsunderlag. I den tredje bedömningspraktiken väljer vfu-läraren vilka delar av dokumenten som ska följas och coachar studenterna att navigera bland dokumenten utifrån vfu-lärarens misstroende gentemot den styrning dokumenten indikerar. I den fjärde bedömningspraktiken ses dokumenten som att de gäller andra; studenter, handledare och andra vfu-lärare. I bedömningspraktiken agerar vfu-läraren som oberoende uppdragsgivare och skapar sin egen bedömningsprocess. Antalet bedömningsunderlag varierar mellan bedömningspraktikerna från några få till upp till elva underlag. Bedömningsunderlagen fokuserar analys och reflektionsförmåga men i mindre utsträckning didaktiska och kommunikativa förmågor. Genomgående för samtliga bedömningspraktiker är att seminarierna brister gällande kopplingen till teori och forskning. Bristen på samstämmighet mellan dokumenten medför försämrade förutsättningarna för en rättssäker bedömningsprocess. Främjandet av en rättssäker bedömningsprocess förutsätter förutom samstämmiga lokala dokumenten att incitament skapas för en fördjupad samsyn mellan vfu-lärare gällande bedömning och examination. Med en utgångspunkt i ett professionellt ansvar kan olika former av kontroll kombineras utan att konflikter uppstår och den professionelles omdöme och ansvar inte sätts på undantag.
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| 3. |
- Jedemark, Marie, 1961-, et al.
(författare)
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Four different assessment practices : how university teachers handle the field of tension between professional responsibility and professional accountability
- 2021
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Ingår i: Higher Education. - : Springer. - 0018-1560 .- 1573-174X. ; 81, s. 1293-1309
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Tidskriftsartikel (refereegranskat)abstract
- Various efforts have been made in higher education in Sweden to meet the demand for more transparent governance and increased efficiency and quality. The purpose of this article is to investigate how university teachers handle standardized models for assessment and examination and orientate in this field of tension between professional responsibility and professional accountability. This study examines school-based courses in teacher education programs at a university and is based on observations from 20 seminars, 10 interviews with university teachers, and 11 focus group interviews with 55 students. The results show that university teachers interpret governing documents in different ways leading to a lack of equivalence. Within one course, four assessment practices are identified: governance as confirmation, governance with need for reinforcement, governance as distrust, and governance as others' responsibility. This study reveals the variation in university teachers' professional assessment practices that challenge and interplay with the context of a curriculum in different ways. Aspects of the university teachers' professional obligation are under tension in the context of a more pronounced accountability. University teachers' professional assessment practices emerges as fragmented in terms of what professional responsibility includes and what professional discretion involves.
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| 4. |
- Knez, Kelly, et al.
(författare)
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Inclusion within Swedish Physical Education? : Problematizing the ‘text’ surrounding physical education and the experiences of immigrant youth
- 2015
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Ingår i: 20th annual Congress of the European college of sport science 24th - 27th June 2015, Malmö – Sweden. - : European College of Sport Science.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Interestingly, Swedish government based data suggests that young people from an ‘immigrant’ background are less likely to be represented among the top ‘scoring’ students within physical education, and more likely to be over-represented among the lower ‘scoring’ students. Whilst such data can be problematic and reductive in nature, it also raises important questions surrounding the implementation of democratic practices within physical education in Sweden, which self identifies as a country that has a long and established history of inclusiveness and equality across all sectors of society. Aim: The aim of this presentation is to look beyond government-based statistics and to problematize the ‘text’, based on policy documents and academic literature within physical education and the experiences of immigrant youth surrounding physical education practice, with a focus on the Swedish context. Methodology: Postcolonialism provides a useful framework to ‘borrow’ from, through which to consider how Eurocentric ways of knowing have shaped the historical developments, curriculum documents and current (dominant) pedagogical practices within physical education. This will allow us to problematize the physical education experiences of immigrant youth as presented through government statistics. Discussion and Conclusion: While research has shown that Swedish curriculum has a strong focus on movement and physical activity participation, and that it is less competitive and performance based when compared to other countries, there still remains a discrepancy between policy and practice. Swedish based research continues to highlight a tendency for ‘masculine’ (and we would add ‘western’) ball based team sports to dominate physical education lessons. Furthermore, while the physical education experiences of young immigrants is considered within contemporary research, a dearth of literature remains that actually explores the meaning and place of physical activity and physical education in the lives of young immigrants, from the young people themselves. In a country that strives for equality across society, gender perspectives continue to dominate, and while important, it must be acknowledged that not all ‘males’ and ‘females’ experience their gender in the same way. It is through exploring and questioning dominant practices within physical education that allow for a more complex understanding of the experiences of young immigrants in physical education. This line of questioning opens up spaces for new possibilities and avenues through which to move towards a more sustainable democratic physical education for the future.
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| 5. |
- Londos, Mikael
(författare)
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Spelet på fältet: relationen mellan ämnet idrott och hälsa i gymnasieskolan och idrott på fritiden
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study deals with physical education (PE) in secondary school. The purpose of the study is to analyze the relationship between PE in secondary schools and leisure time sports. Questions were directed towards discovering what PE teachers recognise as valuable in their teaching, and how physical education is related to factors that characterize the field of sports. The teaching practice of Physical Education and Health Course A is described. Statements from interviews of sixteen PE teachers regarding educational objectives, content, rating and implementation serve as the empirical basis of this study. A cultural-sociological approach, inspired by Bourdieu, was used to interpret the statements. The results showed that the teachers’ main objectives in teaching PE were to challenge the students physically and to allow them to experience the fun of physical activity. Ball sports, such as football and floor ball, are often used to meet these objectives. The fact that the "weaker" students—those who are dominated by more athletic students—find ball sports to be boring was taken for granted. These students thereby are subjected to symbolic violence. The grading system aggravates the situation, as physical prowess is taken into account. In addition, social skills in sports are included in the teacher's assessment. The study found that teachers used students that play ball sports for club teams to create interest in their classes. These dominant students gained influence in the PE class, and had a say in both the content of the class and in how activities were conducted. How PE is implemented using the logic of the field of sports is discussed. The conclusion addresses why the content of PE classes often fails to match up with the values of the school system, and why PE teaching is influenced by the field of sports, especially competitive sports. The findings of this study bring up many important issues with pedagogical implications for PE programs and their development. Will PE classes continue to be shaped by the logic of the field of sports, or can the content of the classes be modified to integrate into the schools' logic? By paying careful attention to how power and symbolic violence work, it is possible to make the sports-oriented doxa visible and thereby catalyze change.
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| 6. |
- Vallberg Roth, Ann-Christine, et al.
(författare)
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Lärares förtrogenhet med betygssättning
- 2016
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- I denna rapport redovisas en studie där lärares bedömningar och betygssättning analyseras i tre olika ämnen: engelska, historia, idrott och hälsa. Analysen bygger på intervjuer med lärare i årskurs 9 i grundskolan och i gymnasieskolan. Studien ger en bild av hur lärare dels resonerar vid betygssättningstillfället kring värderingen av en elevs kunnighet i en del av kunskapskraven, dels kring värderingen vid sammanvägning av en elevs kunskaper till ett betyg. I intervjuerna beskriver lärarna, utifrån sin dokumentation, hur de resonerat kring betygssättning. Exempel på dokumentation och betygsunderlag som lärarna berör under intervjuerna analyseras och redovisas också i rapporten. Den övergripande frågan i studien är: Hur framträder lärares betygssättning och dokumentation i förhållande till styrdokument, vetenskaplig grund och beprövad erfarenhet? Resultatet indikerar att lärares förtrogenhet med betygssättningen varierar och betygen sätts i skiftande grad utifrån styrdokument, vetenskaplig grund eller beprövad erfarenhet. Det får konsekvenser för mångsidigheten och likvärdigheten i betygssättningen. I rapporten problematiseras och exemplifieras vad som kan avses med säkra bedömningar i förhållande till olika grunder såsom styrdokument, vetenskapliga grunder och beprövade erfarenheter. Vidare problematiseras och exemplifieras lärarnas dokumentation kopplad till olika grunder.
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| 7. |
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