How does physical education teacher education matter?: A methodological approach to understanding transitions from PETE to school physical education

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Backman, Erik,1972-Högskolan Dalarna,Idrotts- och hälsovetenskap,School of Health and Welfare, Dalarna University, Falun, Sweden (author)

How does physical education teacher education matter? : A methodological approach to understanding transitions from PETE to school physical education

Article/chapterEnglish2023

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2021-10-26
Routledge,2023
electronicrdacarrier

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LIBRIS-ID:oai:DiVA.org:oru-95293
https://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-95293URI
https://doi.org/10.1080/17408989.2021.1990248DOI
https://urn.kb.se/resolve?urn=urn:nbn:se:du-38661URI
https://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-7176URI

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Language:English
Summary in:English

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Subject category:art swepub-publicationtype

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Background: In this paper, we will address the question of how physical education teacher education (PETE) matters and suggest one way to explore the potential impact of PETE. A distinguishing feature of the studies of PETE's impact on physical education is that they either include perspectives from preservice teachers involved in PETE courses or perspectives from physical education teachers in schools looking back at their education. Longitudinal attempts to follow preservice teachers’ journey from education to workplace, in order to grasp how they perceive the relation between teacher education and teaching practice in schools, and the transition between these contexts, are few and far between. This gap of knowledge is a missing piece of the puzzle to further develop PETE, and to inform life-long professional development for teachers.Purpose: The purpose of this paper is twofold. First, we develop and present a methodological approach for investigating the transition of content areas from courses in PETE into teaching practice in school physical education. Second, we will illustrate the potential utility of this methodological approach in longitudinal studies by showing how one particular content area, Assessment for Learning (AfL), was investigated through the use of methods and theories described in the first part of this paper.Methodology: The suggested longitudinal approach involves Stimulated Recall (SR) interviews with pre- and postservice teachers, observations and communication with groups of students and teachers through social media. The construction, recontextualisation and realisation of pedagogic discourses regarding content areas are suggested to be analysed through a combination of Bernstein's concept of the pedagogic device and Ball's concept of fabrication.Results and Conclusions: The longitudinal design and the suggested methodology can provide answers to how content areas are transformed in and between PETE and school physical education. A combination of the theoretical perspectives of Bernstein and Ball enables us to say something not only about how pedagogic discourses regarding content areas are constructed, recontextualised and realised in PETE and school physical education, but also about what content areas become in terms of fabrications in the transition between these contexts. To conclude, we argue that the methodological research design can be used to explore different content areas in PETE and that this methodology can contribute to knowledge about how PETE matters for school physical education.

Subject headings and genre

SAMHÄLLSVETENSKAP Utbildningsvetenskap Pedagogik hsv//swe
SOCIAL SCIENCES Educational Sciences Pedagogy hsv//eng
MEDICIN OCH HÄLSOVETENSKAP Hälsovetenskap Idrottsvetenskap hsv//swe
MEDICAL AND HEALTH SCIENCES Health Sciences Sport and Fitness Sciences hsv//eng
SAMHÄLLSVETENSKAP Utbildningsvetenskap hsv//swe
SOCIAL SCIENCES Educational Sciences hsv//eng
Longitudinal research design
preservice teachers
newly qualified teachers
Sports Science
Idrottsvetenskap
Övergången från idrottslärarutbildning till lärarpraktik

Added entries (persons, corporate bodies, meetings, titles ...)

Tolgfors, Björn,Universitetslektor,1968-Örebro universitet,Institutionen för hälsovetenskaper,School of Health Sciences, Örebro University, Örebro,Örebro universitet, Institutionen för hälsovetenskaper(Swepub:oru)bts (author)
Nyberg, GunnHögskolan Dalarna,Pedagogiskt arbete,School of Education and Learning, Dalarna University, Falun, Sweden(Swepub:du)gny (author)
Quennerstedt, Mikael,1966-Örebro universitet,Institutionen för hälsovetenskaper,School of Health Sciences, Örebro University, Örebro,Örebro universitet, Institutionen för hälsovetenskaper(Swepub:oru)mqt (author)
Högskolan DalarnaIdrotts- och hälsovetenskap (creator_code:org_t)

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In:Physical Education and Sport Pedagogy: Routledge28:4, s. 411-4241740-89891742-5786

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SOCIAL SCIENCES: SOCIAL SCIENCES; and Educational Scie ...; and Pedagogy

MEDICAL AND HEALTH SCIENCES: MEDICAL AND HEAL ...; and Health Sciences; and Sport and Fitnes ...

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