Enacting a new physical education curriculum: a collaborative investigation

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Aasland, ErikDepartment of Sport Science and Physical Education, University of Agder, Kristiansand, Norway,Univ Agder, Norway (författare)

Enacting a new physical education curriculum : a collaborative investigation

Artikel/kapitelEngelska2024

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Routledge,2024
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LIBRIS-ID:oai:DiVA.org:oru-115083
https://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-115083URI
https://doi.org/10.1080/13573322.2024.2367752DOI
https://urn.kb.se/resolve?urn=urn:nbn:se:du-49169URI

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Sammanfattning på:engelska

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Previous research shows that enacting a new curriculum is a complex process. Teachers can be enthusiastic and committed to new curricular objectives, but they can also experience frustration and disappointment. Scholars have suggested that teachers who perceive lack of support, or tensions between their personal philosophies and the educational principles underpinning a new curriculum, struggle to enact new curricula in line with their intent. Our purpose in this article is to illustrate how two Physical Education (PE) teachers experienced the enactment of a new official curriculum. An action research approach was used as design of the study. Researchers cooperated with two PE teachers for 18 months. The empirical material consisted of 50 sets of field notes from the two teachers' teaching lessons, transcripts from one semi-structured qualitative interview with both teachers following the completion of the school year. The material also consisted of reflection logs produced by the teachers containing written notes about their experiences of the curriculum enactment. We used literature on educational change (Fullan, M., & Hargreaves, A. (1991). What's worth fighting fore? Working together for your school. Ontario Public School Teachers' Federation) as our theoretical framework. Our findings show that the teachers experienced the curriculum enactment in contradictory ways. Shifting from previous PE practices that focused on sports activities and emphasized teacher instruction, to pedagogical practices informed by the new PE curriculum (including sociocultural perspectives of learning and assessment), led to uncertainty, surprise, satisfaction, as well as distrust. Our findings also showed that the teachers' experiences of the enactment were influenced by perceived gender biases. We argue that teachers' beliefs and the teaching culture were particularly influential dimensions regarding the two PE teachers' experiences of the curriculum enactment. Practitioners and researchers attempting curriculum enactment in the future should pay careful attention to such dimensions, especially given that tensions and uncertainty often occur during any educational change.

Ämnesord och genrebeteckningar

SAMHÄLLSVETENSKAP Utbildningsvetenskap hsv//swe
SOCIAL SCIENCES Educational Sciences hsv//eng
MEDICIN OCH HÄLSOVETENSKAP Hälsovetenskap Idrottsvetenskap hsv//swe
MEDICAL AND HEALTH SCIENCES Health Sciences Sport and Fitness Sciences hsv//eng
SAMHÄLLSVETENSKAP Utbildningsvetenskap Pedagogiskt arbete hsv//swe
SOCIAL SCIENCES Educational Sciences Pedagogical Work hsv//eng
Curriculum enactment
Fullan
educational change
action research
teacher beliefs
teaching culture

Biuppslag (personer, institutioner, konferenser, titlar ...)

Nyberg, GunnHögskolan Dalarna,Pedagogiskt arbete,Univ Agder, Norway(Swepub:du)gny (författare)
Barker, Dean,1977-Örebro universitet,Institutionen för hälsovetenskaper,Department of Primary and Secondary Teacher Education, Oslo Metropolitan University, Oslo, Norway,Oslo Metropolitan Univ, Norway; Univ Orebro Sweden(Swepub:oru)dnbr (författare)
Department of Sport Science and Physical Education, University of Agder, Kristiansand, NorwayUniv Agder, Norway (creator_code:org_t)

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Ingår i:Sport, Education and Society: Routledge1357-33221470-1243

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Av författaren/redakt...: Aasland, Erik; Nyberg, Gunn; Barker, Dean, 19 ...

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Artiklar i publikationen: Sport, Education ...

Av lärosätet: Örebro universitet; Högskolan Dalarna

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