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- Engdahl, Christopher
(författare)
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Indetermination in creative dance : On creative dance teaching in physical education teacher education
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis is to explore how creative dance in Swedish physical education teacher education (PETE) can be taught and experienced. PETE holds a responsibility to extend preservice teachers’ movement repertoires and plays a crucial role to provide opportunities for the future physical education (PE) teachers to gain experience and knowledge of dance teaching. Creative dance is part of the teaching area of dance in PE and often a new experience for students when entering PETE programs. The research literature is scarce, in a Scandinavian context as well as internationally, about creative dance teaching in PETE. This doctoral project, guided by Deleuzian scholarship, includes three studies, a literature review, an interview study and a pedagogical intervention study. These three studies resulted in one article in the form of an unpublished manuscript and three published articles. The first article, the manuscript, explores how theoretical approaches are used in studies of creative dance teaching in PE and PETE. The second article explores how PE teacher educators describe their teaching of creative aspects of dance in PETE. The third article explores what PETE students express and experience when participating in mirror assignments during creative dance lessons and what insights can be made regarding creative dance teaching. The fourth article explores how human and non-human materialities play a part in movement exploration in creative dance in PETE and pedagogical implications in creative dance teaching. The thesis offers four key insights. The first insight is that PE teacher educators have specific ideas about creative aspects of dance and about teaching creative dance. The second insight is that inspiration from Deleuze’s philosophy can support and extend ideas about teaching mirror assignments in creative dance lessons in PETE. The third insight is that teaching mirror assignments in creative dance lessons in PETE can make students’ expressions and experiences involve indetermination. The fourth insight is that a post-anthropocentric and Deleuzian approach can be seen to extend notions of creative dance teaching in PETE. My thesis shows various ways how teaching can encourage PETE students to engage with a teaching area that can be unfamiliar to them. The pedagogical insights presented in this thesis can support PE teacher educators and PE teachers when considering teaching creative dance.
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| 2. |
- Jansson, Alexander, et al.
(författare)
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Students' perceived learning in physical education : variations across students' gender and migration background in Sweden
- 2022
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Ingår i: Sport, Education and Society. - : Taylor & Francis Group. - 1357-3322 .- 1470-1243. ; 27:4, s. 421-433
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Tidskriftsartikel (refereegranskat)abstract
- Students’ perceived learning in physical education (PE) is an important yet neglected area of research. Increased knowledge about students’ perceived learning can provide teachers with useful information to promote meaningful learning experiences in PE. Moreover, perceived learning can potentially be an alternative measurement to school grades when analyzing equality of outcome. Given that gender and migration background are associated with equality issues in PE, these groups are of particular focus in this study. With this background, the aim of this paper is threefold: (a) to explore students’ perceived learning in PE in Sweden, (b) to analyze what perceptions of PE are most prominent, and (c) present a way to quantitatively illustrate how perceptions about PE vary across gender and migration background. The analysis was based on a question about students’ perceived learning and was conducted in two steps. First, the students’ answers were categorized using qualitative content analysis. The analysis shows that the perceived learning in PE can be categorized into the following categories: ‘Physical doing’, ‘Emotional experiences’, ‘Health’, ‘Do not learn’, ‘Outdoor Education’ and ‘Social interaction’. Second, by quantitatively illustrate all answers in relation to the six categories, the result showed that the category of ‘Physical doing’ (36%) was the most prominent, and thereafter, in descending order are the categories of ‘Emotional experiences’ (22%), ‘Health’ (18%), ‘Do not learn’ (10%), ‘Outdoor Education’ (10%) and ‘Social interaction’ (4%). The results also showed that regardless of gender and migration background, students have somewhat similar perceptions of what they learn in PE. In this study we: (i) present a categorization of students’ perceived learning in PE, (ii) show that physical doing is a prominent aspect in students answers, lastly (iii) by quantitatively illustrate students’ perceived learning in PE, this study also suggest an alternative measurement to analyze equality in PE.
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| 3. |
- Lundvall, Suzanne, 1957-, et al.
(författare)
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Environing as Embodied Experience - A Study of Outdoor Education as Part of Physical Education
- 2021
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Ingår i: Frontiers in Sports and Active Living. - : Frontiers Media S.A.. - 2624-9367. ; 3, s. 1-12
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Tidskriftsartikel (refereegranskat)abstract
- The development of a re-understanding or re-investigation of body pedagogy is currently prominent in the field of physical education (PE) and sport pedagogy. This goes for the learning of movement capability and health but also in relation to outdoor education (OE). The latter a criticized area for having a one-size-fits-all approach to curriculum, with less attention to what to learn in OE, including aspects of everyday practices of being outdoors. The aim of this study was to explore students aged 15 years, and their meaning making of being outdoors expressed in written stories about a favorite place. Two school year eight classes in a Swedish compulsory school situated in an area with high diversity participated. Through this theory-generated empirical study, written stories were explored as one way of evaluating students' meaning making of outdoor places. By using practical epistemology analysis (PEA) to examine experience operationalized through aesthetic judgements attention is paid to the relation between the student and the situation (their favorite place). The analysis make it possible to discern a sense and meaning making of “being” outdoors as an embodied experience, as a relational whole of the self, others and the environment. Descriptions of aesthetic experiences were analyzed leading to dimensions of environing described as “calm and privacy,” “community and togetherness” and “feelings and senses.” A favorite place was by all students described as a very local and nearby place accessible in everyday life. The analysis generated understandings of feelings of “fulfillment” and different embodied experiences of what an encounter with an outdoor place or being outdoors could mean. Furthermore, how personal and diverse the meaning making place tends to be and how experience and habits contribute to the students' creation of microenvironments. Dimensions of environing become part of an embodied process. The analysis of the written stories calls for an alternative understanding of what OE can or should consist of. The findings encourage teachers and researchers to consider alternative understandings and practices of OE that highlight and educate students' overall embodied (individual) experiences and learning in OE and PE.
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| 6. |
- Ridderlund, Sara
(författare)
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Undervisningstaktik på hal is : En självstudie om kommunikation och undervisningsmetoder i gymnasieskolans hockeyklassrum.
- 2024
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Denna licentiatuppsats har studerat kommunikationsmönster och beslutsfattande i relation till lärarens undervisningsmetoder med ambitionen om att undervisa från ett mer frågebaserat och elevcentreratperspektiv. Studien är genomförd enligt principerna för en självstudie.Resultatet av kommunikationen i min undervisning bestäms av vem som ska fatta de olika besluten. Om jag äger alla beslut kommer det också att leda till att jag äger nästan all kommunikation med och feedback till mina elever. Det leder också till mer lärarcentrerade undervisningsmetoder.Resultatet av möjligheterna att förändra en praktik är att det inte finns något motstånd bland eleverna att undervisa på ett mer elevcentrerat och frågebaserat sätt. Normer är föränderliga och genom att undervisa på ett mer varieratsätt finns även möjligheter att fortsätta ett yrkesspråk inom idrott.
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