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

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Fältnamn	Indikatorer	Metadata
000		06176naa a2200577 4500
001		oai:DiVA.org:oru-95293
003		SwePub
008		211101s2023 \| \|\|\|\|\|\|\|\|\|\|\|000 \|\|eng\|
009		oai:DiVA.org:du-38661
009		oai:DiVA.org:gih-7176
024	7	a https://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-952932 URI
024	7	a https://doi.org/10.1080/17408989.2021.19902482 DOI
024	7	a https://urn.kb.se/resolve?urn=urn:nbn:se:du-386612 URI
024	7	a https://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-71762 URI
040		a (SwePub)orud (SwePub)dud (SwePub)gih
041		a engb eng
042		9 SwePub
072	7	a ref2 swepub-contenttype
072	7	a art2 swepub-publicationtype
100	1	a Backman, Erik,d 1972-u Högskolan Dalarna,Idrotts- och hälsovetenskap,School of Health and Welfare, Dalarna University, Falun, Sweden4 aut0 (Swepub:du)ebk
245	1 0	a How does physical education teacher education matter? :b A methodological approach to understanding transitions from PETE to school physical education
264		c 2021-10-26
264	1	b Routledge,c 2023
338		a electronic2 rdacarrier
520		a 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.
650	7	a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Pedagogik0 (SwePub)503012 hsv//swe
650	7	a SOCIAL SCIENCESx Educational Sciencesx Pedagogy0 (SwePub)503012 hsv//eng
650	7	a MEDICIN OCH HÄLSOVETENSKAPx Hälsovetenskapx Idrottsvetenskap0 (SwePub)303082 hsv//swe
650	7	a MEDICAL AND HEALTH SCIENCESx Health Sciencesx Sport and Fitness Sciences0 (SwePub)303082 hsv//eng
650	7	a SAMHÄLLSVETENSKAPx Utbildningsvetenskap0 (SwePub)5032 hsv//swe
650	7	a SOCIAL SCIENCESx Educational Sciences0 (SwePub)5032 hsv//eng
653		a Longitudinal research design
653		a preservice teachers
653		a newly qualified teachers
653		a Sports Science
653		a Idrottsvetenskap
653		a Övergången från idrottslärarutbildning till lärarpraktik
700	1	a Tolgfors, Björn,c Universitetslektor,d 1968-u Örebro universitet,Institutionen för hälsovetenskaper,School of Health Sciences, Örebro University, Örebro,Örebro universitet, Institutionen för hälsovetenskaper4 aut0 (Swepub:oru)bts
700	1	a Nyberg, Gunnu Högskolan Dalarna,Pedagogiskt arbete,School of Education and Learning, Dalarna University, Falun, Sweden4 aut0 (Swepub:du)gny
700	1	a Quennerstedt, Mikael,d 1966-u Örebro universitet,Institutionen för hälsovetenskaper,School of Health Sciences, Örebro University, Örebro,Örebro universitet, Institutionen för hälsovetenskaper4 aut0 (Swepub:oru)mqt
710	2	a Högskolan Dalarnab Idrotts- och hälsovetenskap4 org
773	0	t Physical Education and Sport Pedagogyd : Routledgeg 28:4, s. 411-424q 28:4<411-424x 1740-8989x 1742-5786
856	4	u https://doi.org/10.1080/17408989.2021.1990248y Fulltext
856	4	u https://oru.diva-portal.org/smash/get/diva2:1607556/FULLTEXT02.pdfx primaryx Raw objecty fulltext:postprint
856	4	u https://www.tandfonline.com/doi/pdf/10.1080/17408989.2021.1990248?needAccess=true
856	4	u https://du.diva-portal.org/smash/get/diva2:1606283/FULLTEXT01.pdfx primaryx Raw objecty fulltext:print
856	4	u https://gih.diva-portal.org/smash/get/diva2:1705616/FULLTEXT01.pdfx primaryx Raw objecty fulltext:postprint
856	4 8	u https://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-95293
856	4 8	u https://doi.org/10.1080/17408989.2021.1990248
856	4 8	u https://urn.kb.se/resolve?urn=urn:nbn:se:du-38661
856	4 8	u https://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-7176

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