From what to how in ‘formative’ assessment – tracing how physical education teacher education comes to matter for physical education practice.

• Formative assessment strategies are often conceived as central within teacher edu-cation (Cañadas 2023). These strategies are to be learned as content during teacher education and then transformed into methods when newly graduated teachers (NQT) enter their occupational practice. The aim of this presentation is to contribute to knowledge of how content discourses in physical education teacher education (PETE) matter for physical education (PE) practice. We will do this by answering two research questions: 1. What components of formative assessment are made visible in PE by NQTs? 2. What components of the formative assessment discourse can be traced back to PETE? This study is part of a larger project investigating transitions of content discourses from PETE to school PE. Data was collected from participants when they were engaged in two different educational contexts: in PETE as preserv-ice teachers (PST) and in PE as NQTs. In the PETE context, a total of 26 PSTs stud-ying at two different Swedish PETE institutions (15 from A and 11 from B) partici-pated. In the PE context, a total of 13 PE teachers (from the group of 26 PSTs), having graduated from the two Swedish PETE institutions (9 from A and 4 from B), participated. Data collection methods from the two contexts were video-recorded and visual observations, group interviews, individual interviews, Stimulated Recall (SR)-interviews and text analysis of course handbooks. In the study we use the con-cept pedagogic discourse (Bernstein 1990) to describe how content is constructed, recontextualised and realised through text, talk and practice. The way in which the NQTs in this study talk about formative assessment thus illustrate what constitutes this discourse in school PE. In the preliminary analysis, four components (sharing learning objectives, feedback, using students as resources, and grading) have been discerned as dominating. Inspired by Foucault’s (1991) genealogical approach, we will also search for traces of dominating and marginalized components of the form-ative assessment discourse in the PETE context, and the PSTs talk about formative assessment. We will draw on research on didactics in PE (Quennerstedt & Larsson, 2015) to analyse what components the formative assessment discourse in PE and PETE is built of, how and why formative assessment is conducted in a certain way, and who the producers of the components building the formative assessment dis-course in PE and PETE are.ReferencesBernstein, B. (1990). The structuring of pedagogic discourse: London: Routledge.Cañadas L (2023) Contribution of formative assessment for developing teaching competencies in teacher education, European Journal of Teacher Education, 46:3, 516-532Foucault M (1991) Nietzsche, Genealogy, History. In: Rabinow P (Ed) The Foucault Reader. An Introduction to Foucault’s Thought.Quennerstedt M & Håkan Larsson (2015) Learning movement cultures in physical education practice, Sport, Education and Society, 20:5, 565-572

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

Nyckelord

Samhällsvetenskap/Humaniora

Social Sciences/Humanities

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