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Tolgfors, Björn, UniversitetslektorORCID iD iconorcid.org/0000-0002-1773-7792
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Publications (10 of 21) Show all publications
Tolgfors, B., Quennerstedt, M., Backman, E. & Nyberg, G. (2023). A PE teacher’s tale: journeying from teacher education to teaching practice in physical education. Sport, Education and Society
Open this publication in new window or tab >>A PE teacher’s tale: journeying from teacher education to teaching practice in physical education
2023 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243Article in journal (Refereed) Epub ahead of print
Abstract [en]

As part of a longitudinal research project on the transition from physical education teacher education (PETE) to school physical education (PE) in Sweden and exploring whether and how PETE matters, this article uses narrative inquiry to ‘represent’ a PE teacher’s professional journey from PETE to the induction phase of PE teaching. The study focuses on his use of, and reflections on, ‘assessment for learning’ (AfL) at different stages of his teaching experience. The purpose of the study is to contribute knowledge about how positive experiences of AfL during PETE can enable the use of AfL in school PE for a newly qualified teacher. This is done by analysing one male PETE student’s reflections on AfL in the context of a campus-based course on PE assessment, his use of and reflections on AfL during his practicum, and in school PE as a newly qualified teacher. The data generation consisted of recordings of a PETE seminar, a stimulated recall interview with the participant during his final school placement, and two interviews with him in his role as a newly qualified PE teacher at two different schools. Through the PE teacher’s tale, we show how the campus-based course on PE assessment in PETE and the student teacher’s positive experience of using AfL during his practicum seem to have inspired him in his later positions. The results are discussed in relation to the perspective of occupational socialisation theory. This narrative inquiry suggests that PETE can make a difference for student teachers who are prepared to face the challenges of the induction phase of PE teaching and are able to navigate between the barriers that get in their way. We conclude the paper with some considerations regarding the study’s potential strength (trustworthiness), sharing (transferability) and service (usefulness).

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
Transitions, narrative inquiry, occupational socialisation theory, assessment for learning, physical education teacher education, teaching, learning
National Category
Sport and Fitness Sciences
Research subject
Physical Education and Sport Pedagogy
Identifiers
urn:nbn:se:oru:diva-109808 (URN)10.1080/13573322.2023.2281389 (DOI)001103563500001 ()2-s2.0-85176929193 (Scopus ID)
Projects
Transitions from Physical Education Teacher Education to School PE
Funder
Swedish Research Council, 218-03626
Available from: 2023-11-20 Created: 2023-11-20 Last updated: 2023-12-08
Tolgfors, B., Barker, D., Nyberg, G. & Larsson, H. (2023). Assessment for and of learning in nonlinear movement education practices. Physical Education and Sport Pedagogy, 1-14
Open this publication in new window or tab >>Assessment for and of learning in nonlinear movement education practices
2023 (English)In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, p. 1-14Article in journal (Refereed) Epub ahead of print
Abstract [en]

Background: Principles such as instructional alignment and step-by-step progression are often seen as crucial features of good assessment practices in school physical education (PE). These features are problematic from nonlinear educational perspectives, which are based on the idea that movement learning cannot be expected to take place in the same manner for all students. Without some resolution of the contradiction between nonlinear pedagogies and principles of good assessment, the likelihood of physical educators fully embracing any kind of nonlinear approach to movement education remains doubtful.

Purpose and research question: Our purpose in this paper is to illustrate how assessment for and of learning (AfL and AoL) can look when implemented in nonlinear movement education practices.  

Methods: Illustrations of AfL and AoL are drawn from an investigation in which one educator implements a nonlinear movement education module. The module focuses on juggling for students at high school (grade nine students aged approximately 15 years). The module provided students with 10 x 50-minute lessons to explore juggling. Data were generated through observations (film clips and field notes) and ethnographic-type interviews that were conducted with the students during the lessons.

Findings: In the context of the nonlinear movement education module, AfL became: Interacting with students in joint exploration; Introducing learning strategies; Encouraging students to clarify and verbalize the object of learning; Helping students identify critical aspects of the movement activity, and; Inviting students to consider alternative learning trajectories. The educator then evaluates the students’ learning experiences in the context of a group performance at the end of the module. This performance can be seen as an instance of holistic assessment within a nonlinear movement education practice. 

Conclusions: The suggested holistic perspective on PE assessment could help educators to: circumvent dichotomies such as mind-body and theory-practice; approach students as active meaning-makers; re-frame students’ actions as emergent and context-dependent; and replace direct instruction with explorative teaching and learning methods. The major contribution of this study is that it shows how assessment for and of learning can be implemented in nonlinear movement education practices within a linear, goal-related and criterion-referenced, education system.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
Nonlinear teaching and learning, alternative assessment, exploratory teaching methods, movement learning, school physical education
National Category
Sport and Fitness Sciences
Research subject
Physical Education and Sport Pedagogy
Identifiers
urn:nbn:se:oru:diva-107077 (URN)10.1080/17408989.2023.2230244 (DOI)001019839500001 ()2-s2.0-85164461679 (Scopus ID)
Projects
Move
Funder
Swedish Research Council, 2017-03471Swedish Research Council
Available from: 2023-07-12 Created: 2023-07-12 Last updated: 2023-12-08
Tolgfors, B., Barker, D., Nyberg, G. & Larsson, H. (2023). Bedömning för och av lärande i en icke-linjär undervisningspraktik i ämnet idrott och hälsa. In: : . Paper presented at SVEBIs årskonferens, Göteborg, Sverige, 23-24 november, 2023..
Open this publication in new window or tab >>Bedömning för och av lärande i en icke-linjär undervisningspraktik i ämnet idrott och hälsa
2023 (Swedish)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

Introduktion

Linjära principer såsom ett instruktivt länkande mellan mål, undervisning och bedömning och ett främjande av en stegvis progression i olika rörelseaktiviteter betraktas ofta som avgörande aspekter av en legitim bedömningspraktik i skolämnet idrott och hälsa (idh). Dessa aspekter är problematiska från ett icke-linjärt perspektiv, som bygger på idén att lärande inte kan förväntas ske på samma sätt för alla elever, vilket även kan medföra konsekvenser beträffande bedömning. Utan en lösning på motsättningen mellan linjära principer för en legitim bedömningspraktik och ett icke-linjärt perspektiv på undervisning och lärande är det tveksamt om idrottslärare kommer att anamma ett icke-linjärt förhållningssätt i någon större utsträckning. Därför är motiverat att undersöka hur bedömning för och av lärande (formativ och summativ bedömning) skulle kunna hanteras i en icke-linjär undervisningspraktik. 

Syfte och teoretisk ram

Syftet med denna studie är att illustrera hur bedömning för och av lärande kan se ut när dessa bedömningsformer appliceras i en icke-linjär undervisningspraktik i ämnet idh. Det teoretiska ramverket består av tidigare forskning om icke-linjära perspektiv på undervisning och lärande (såsom Nyberg, Barker och Larsson 2021) och om bedömning i idrottsämnet (till exempel AIESEP, 2020; Tolgfors, 2019).

Metod 

Våra illustrationer av bedömning för och av lärande är hämtade från en empirisk studie av hur en idrottslärare implementerar icke-linjär pedagogik i ämnet idh på högstadiet. Eleverna (både pojkar och flickor) går i årskurs nio och är därmed i femtonårsåldern. Arbetsområdet fokuserar på jonglering under 10 lektioner (á 50 min). Data genererades genom lektionsobservationer (inklusive videofilmning och fältanteckningar) och samtalsliknande intervjuer med eleverna under lektionerna. 

Analysen genomfördes genom att (1) de forskare som deltagit vid lektionsobservationerna gick igenom filmer och fältanteckningar för att välja ut sekvenser i vilka de uppfattade att det förekom situationer som kunde relateras till bedömning. (2) Två av forskarna författade provisoriska illustrationer av de valda sekvenserna, inklusive de bedömningskomponenter de identifierat. (3) I nästa steg fick förste-författaren möjlighet att tolka och översätta de provisoriska beskrivningarna till andra kategoriseringar som var kompatibla med de fem nyckelstrategierna i bedömning för lärande och Skolverkets nya riktlinjer för en sammantagen bedömning. (4) Avslutningsvis verifierades analysen av de tre medförfattarna.

Resultat 

I den icke-linjära undervisningspraktiken motsvaras de fem nyckelstrategierna i bedömning för lärande av att läraren: interagerar med eleverna vid ett gemensamt undersökande av rörelsekulturen; introducerar lärandestrategier, uppmuntrar eleverna att verbalisera vad de lär sig, hjälper eleverna identifiera kritiska aspekter av lärandeaktiviteten och uppmärksammar eleverna på att det kan finnas alternativa vägar mot sina uppsatta mål. Bedömning av lärande sker i slutet av perioden i form av en gruppuppvisning, då eleverna både får visa upp och sätta ord på vad de lärt sig. Denna redovisningsform erbjuder läraren en möjlighet att göra en holistisk bedömning av elevernas kunnande.

Diskussion och slutsatser

Det föreslagna holistiska perspektivet på bedömning i idh kan hjälpa idrottslärare att undvika dikotomier som kropp-medvetande och praktik-teori, betrakta elever som aktiva meningsskapare och därmed ersätta direkta instruktioner med undersökande arbetssätt. Studiens huvudsakliga bidrag är att den visar hur bedömning för och av lärande kan implementeras i en icke-linjär undervisningspraktik, vilket innebär att de konkurrerande perspektiven kan samexistera inom ett mål och kriteriestyrt utbildningssystem.

Studien är publicerad i tidskriften Physical Education and Sports Pedagogy, 2023.

Keywords
formativ bedömning, summativ bedömning, undersökande arbetssätt, elevcentrerad undervisning, rörelseförmåga
National Category
Sport and Fitness Sciences
Research subject
Physical Education and Sport Pedagogy
Identifiers
urn:nbn:se:oru:diva-109887 (URN)
Conference
SVEBIs årskonferens, Göteborg, Sverige, 23-24 november, 2023.
Funder
Swedish Research Council
Note

Björn Tolgfors och Håkan Larsson presenterade studien vid konferensen. Dean Barker och Gunn Nyberg var medförfattare.

Available from: 2023-11-27 Created: 2023-11-27 Last updated: 2023-11-28Bibliographically approved
Backman, E., Tolgfors, B., Nyberg, G. & Quennerstedt, M. (2023). How does physical education teacher education matter?: A methodological approach to understanding transitions from PETE to school physical education. Physical Education and Sport Pedagogy, 28(4), 411-424
Open this publication in new window or tab >>How does physical education teacher education matter?: A methodological approach to understanding transitions from PETE to school physical education
2023 (English)In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 28, no 4, p. 411-424Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
Longitudinal research design, preservice teachers, newly qualified teachers
National Category
Pedagogy Sport and Fitness Sciences
Research subject
Sports Science
Identifiers
urn:nbn:se:oru:diva-95293 (URN)10.1080/17408989.2021.1990248 (DOI)000711281800001 ()2-s2.0-85118272819 (Scopus ID)
Funder
Swedish Research CouncilSwedish National Centre for Research in Sports
Available from: 2021-11-01 Created: 2021-11-01 Last updated: 2023-12-08Bibliographically approved
Backman, E., Quennerstedt, M., Tolgfors, B. & Nyberg, G. (2023). Peer assessment in physical education teacher education: a complex process making social and physical capital visible. Curriculum Studies in Health and Physical Education, 1-15
Open this publication in new window or tab >>Peer assessment in physical education teacher education: a complex process making social and physical capital visible
2023 (English)In: Curriculum Studies in Health and Physical Education, ISSN 2574-2981, p. 1-15Article in journal (Refereed) Epub ahead of print
Abstract [en]

Peer assessment has been proven to improve learning for both the observer and the observed. One dimension of peer assessment that has been given little attention in the context of physical education teacher education (PETE) is the tension that exists when peers give feedback on each other’s work. In this paper, we report on Swedish preservice teachers’ (PST) views on peer assessment used in PETE school placements. Our findings reveal four mechanisms of peer assessment assigned value in PETE: (i) building social relations, (ii)making ‘what to learn’ visible, (iii) giving correct feedback, and(iv) handling sensitive and gendered comments. Inspired by Bourdieu, we discuss learning potentials and complex challenges with peer assessment, where the combination of social capital and physical capital decides what is possible to say and to whom when peer assessment is used in the PETE school placement and in school physical education (PE).

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
Physical education teacher education, peer assessment, social capital, physical capital
National Category
Sport and Fitness Sciences
Research subject
Physical Education and Sport Pedagogy
Identifiers
urn:nbn:se:oru:diva-108196 (URN)10.1080/25742981.2023.2256327 (DOI)001061422700001 ()2-s2.0-85170528323 (Scopus ID)
Funder
Swedish Research Council
Available from: 2023-09-11 Created: 2023-09-11 Last updated: 2023-12-08
Tolgfors, B. & Barker, D. (2023). The glocalization of physical education assessment discourse. Sport, Education and Society, 28(1), 1-16
Open this publication in new window or tab >>The glocalization of physical education assessment discourse
2023 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 28, no 1, p. 1-16Article in journal (Refereed) Published
Abstract [en]

Educational discourse is becoming increasingly globalized. This trend is particularly pronounced in the area of assessment, where notions of accountability, comparability, and competition have become prevalent in many countries. Scholars have critiqued this trend. They contend that global assessment discourse provides educators with decontextualized terms and concepts for teaching, which have little connection to the lives of learners. The specific purpose of the paper is to critically consider the encounter between global PE assessment discourse and local educational traditions. The International Association for Physical Education in Higher Education (AIESEP) position statement on physical education assessment is taken as a case of global assessment discourse and is considered in relation to Swedish physical education traditions. Robertson’s [(1995) notion of glocalization is employed as a theoretical perspective. We begin our consideration by outlining general tenets of the position statement and of Swedish physical education. We then examine areas of synergy and tension. This examination is structured according to six issues: (1) rationales for assessment; (2) underlying views of learning; (3) teachers’ role in teaching and assessment; (4) positioning of students;(5) understandings of subject content, and; (6) the ways in which contextual conditions are framed. Using a glocalization perspective, we raise three issues that have a strong bearing on the encounter between global discourse and local educational traditions and which provide insights into how assessment discourse within PE can be understood. These issues concern: (1) the risk of local educational traditions being appropriated by global assessment discourse; (2) the relation between assessment homogeneity and local diversity; and (3) meaningful PE practices. The paper is concluded with general reflections concerning implications for research and practice.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
global homogeneity, local diversity, teaching traditions, instructional alignment, didaktik, meaningful physical education
National Category
Pedagogy Didactics Health Sciences
Research subject
Sports Science
Identifiers
urn:nbn:se:oru:diva-94327 (URN)10.1080/13573322.2021.1967923 (DOI)000693003800001 ()2-s2.0-85114494810 (Scopus ID)
Available from: 2021-09-14 Created: 2021-09-14 Last updated: 2023-01-19Bibliographically approved
Tolgfors, B., Quennerstedt, M., Backman, E. & Nyberg, G. (2022). Enacting assessment for learning in the induction phase of physical education teaching. European Physical Education Review, 28(2), 534-551
Open this publication in new window or tab >>Enacting assessment for learning in the induction phase of physical education teaching
2022 (English)In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 28, no 2, p. 534-551Article in journal (Refereed) Published
Abstract [en]

In many countries, assessment for learning (AfL) is recommended in both policy and research as a concept that should be integrated into the teaching of physical education (PE) in schools. AfL is also part of physical education teacher education (PETE) programs in several countries and, consequently, something future PE teachers are expected to practice in their teaching. In a previous study (Tolgfors et al., 2021), we showed how AfL was transmitted and transformed between a university course and a school placement course within Swedish PETE. In the current study, we have more closely followed three of the preservice teachers who took part in our initial study into their first year of PE teaching. The purpose of this follow-up study is thus to explore how AfL is enacted in the induction phase of PE teaching. The more specific research question is: how is AfL enacted in beginning teachers’ PE practices under the contextual conditions provided at the schools where they are employed? The data were generated through Stimulated Recall interviews and follow-up interviews via the online meeting software Zoom. The analysis was based on Braun et al.’s (2011) contextual dimensions of policy enactment and Bernstein’s (1996) pedagogic device. Our findings illustrate how AfL is generally enacted through (1) progression and (2) “rich tasks.” However, the contextual dimensions of each school provide different conditions that either support or hinder the use of AfL in PE. AfL is accordingly enacted in different ways in the induction phase of PE teaching.

Place, publisher, year, edition, pages
Sage Publications, 2022
Keywords
PETE, recontextualization, newly qualified teachers, contextual conditions, formative assessment, transitions
National Category
Sport and Fitness Sciences Pedagogy
Research subject
Sports Science
Identifiers
urn:nbn:se:oru:diva-95589 (URN)10.1177/1356336x211056208 (DOI)000725602300001 ()
Funder
Swedish Research Council
Note

Funding agency:

Swedish Research Council for Sports Science

Available from: 2021-11-26 Created: 2021-11-26 Last updated: 2022-06-03Bibliographically approved
Tolgfors, B., Backman, E., Nyberg, G. & Quennerstedt, M. (2022). Exploring Movement Composition in the transition from physical education teacher education to school PE. Physical Education and Sport Pedagogy
Open this publication in new window or tab >>Exploring Movement Composition in the transition from physical education teacher education to school PE
2022 (English)In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786Article in journal (Refereed) Epub ahead of print
Abstract [en]

Background: Scholars have suggested that students’ views of what is important for them to know as Physical Education (PE) teachers are a result of what is assessed in Physical Education Teacher Education (PETE). Thus, there is a risk that students will reproduce content areas such as sports and assess sport-techniques without much critical consideration. In this study, however, the risk of reproducing what is prioritised in PETE is seen as an opportunity regarding the potential reproduction of other content areas than sports. Based on the regulative principles of PE and PETE that privilege sport skills and hinder creative movement learning, we focus on a content area in PETE that provides opportunities for students to engage in creative collaboration and examine how this content area is realised in school PE. Hence, we have chosen to explore ‘Movement Composition’, a content area which has a long tradition at one of the PETE universities in Sweden. Based on an overarching interest in whether and how PETE matters, this exploratory study focuses on the potential transferability of Movement Composition as a particular content area in the transition from PETE to PE.

Purpose and research question: The purpose of this study is to explore Movement Composition as a content area undergoing the transition from PETE to school PE. The research question is: How is the pedagogic discourse of Movement Composition constructed, recontextualised and realised in the transition from PETE to school PE?

Methods: Data was generated through an interview with one of the initiators of Movement Composition. Stimulated Recall interviews and Zoom interviews were also conducted with a group of five PETE students and three experienced PE teachers. In addition, documents such as the study guide, course literature, and written assignments associated with Movement Composition in the PETE programme were included in the empirical material. In the analysis, the combination of Bernstein’s pedagogic device and the Swedish didactics of PE research tradition was used to identify the pedagogic discourse of Movement Composition in the transition from PETE to school PE.

Findings: The findings show how the pedagogic discourse of Movement Composition as a content area is constructed, recontextualised and realised in the transition from PETE to school PE. The construction of Movement Composition as a pedagogic discourse in PETE is about how the content area (the what) is selected and organised for pedagogical purposes. The recontextualisation of Movement Composition is about how the pedagogic discourse is interpreted and translated in relation to the PE syllabus. The realisation of Movement Composition involves how the content area in PETE is implemented in PE practice.

Conclusions: This exploratory study has shown that what is articulated as a relevant content area and the way it is taught, learned, and assessed in PETE in many regards survives the transition to school PE. The transition from PETE to school PE does not only involve reproduction of sports and sport-techniques from one context to another. PETE also contributes to the use of creative, collaborative, and student-centred learning tasks in school PE.

Place, publisher, year, edition, pages
Routledge, 2022
Keywords
Choreography, movement learning, dance, gymnastics, recontextualisation
National Category
Pedagogy
Research subject
Physical Education and Sport Pedagogy
Identifiers
urn:nbn:se:oru:diva-102735 (URN)10.1080/17408989.2022.2153818 (DOI)000898260200001 ()2-s2.0-85144161821 (Scopus ID)
Funder
Swedish Research Council, 218-03626
Available from: 2022-12-14 Created: 2022-12-14 Last updated: 2023-12-08Bibliographically approved
Tolgfors, B., Backman, E., Nyberg, G. & Quennerstedt, M. (2021). Between ideal teaching and 'what works': The transmission and transformation of a content area from university to school placements within physical education teacher education. European Physical Education Review, 27(2), 312-327
Open this publication in new window or tab >>Between ideal teaching and 'what works': The transmission and transformation of a content area from university to school placements within physical education teacher education
2021 (English)In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 27, no 2, p. 312-327Article in journal (Refereed) Published
Abstract [en]

The purpose of this study is to explore the recontextualisation of Assessment for Learning (AfL) as a particular content area in the transition between a university course and a school placement course within Swedish Physical Education Teacher Education (PETE). By combining Basil Bernstein’s (1996) pedagogic device and Stephen Ball’s (2000, 2003) performativity perspective, we alternately ask how AfL is constructed as a pedagogic discourse and what AfL becomes in different contexts within PETE. Nine students attending a Swedish PETE programme participated in the study. The empirical material was collected through one seminar and two group interviews at the university as well as through nine individual interviews based on lesson observations at different school placements. Our findings highlight five recontextualising rules, which indicate that: (1) the task of integrating assessment into teaching enables the use of AfL; (2) an exclusive focus on summative assessment and grading constrains the use of AfL; (3) a lack of critical engagement with physical education teaching traditions constrains the use of AfL; (4) knowing the pupils is crucial for the use of AfL; and (5) the framing of the school placements determines how AfL can be used. As a consequence of these rules, AfL was transformed into three different fabrications: (1) AfL as ideal teaching; (2) AfL as correction of shortcomings; and (3) AfL as ‘what works’. One conclusion from this study is that increased collaboration between teacher educators and cooperating teachers in schools can help strengthen PETE’s influence on school physical education.

Place, publisher, year, edition, pages
Sage Publications, 2021
Keywords
PETE, pedagogic device, performativity, Assessment for Learning, transitions, school placements
National Category
Sport and Fitness Sciences Educational Sciences
Research subject
Physical Education and Sport Pedagogy; Sports Science
Identifiers
urn:nbn:se:oru:diva-85160 (URN)10.1177/1356336X20949575 (DOI)000562437500001 ()
Projects
Övergångar från lärarutbildning till undervisningspraktik i ämnet idrott och hälsa
Funder
Swedish Research CouncilSwedish National Centre for Research in Sports
Available from: 2020-08-26 Created: 2020-08-26 Last updated: 2021-06-15Bibliographically approved
Backman, E., Tolgfors, B., Nyberg, G. & Quennerstedt, M. (2021). How does physical education teacher education matter?: A methodological approach to understand transitions of content areas from PETE to PE. In: Book of Abstracts: 2021 AIESEP Scientific Conference, University of Alberta, McGill University. Paper presented at 2021 AIESEP International Scientific Conference, [DIGITAL], June 7-10, 2021. (pp. 193-193).
Open this publication in new window or tab >>How does physical education teacher education matter?: A methodological approach to understand transitions of content areas from PETE to PE
2021 (English)In: Book of Abstracts: 2021 AIESEP Scientific Conference, University of Alberta, McGill University, 2021, p. 193-193Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

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 transitionsbetween 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 courses or life-long professional development for teachers. The purpose of this paper is to present a methodological approach for investigating transitions of content areas from courses in PETE into teaching practice in school physical education. This will be done trough combining the theoretical perspectives of Bernstein and Ball with a longitudinal study design. The theory of Bernstein enables us to say something about howpedagogic discourses are constructed, recontextualised and realised in PETE and in school physical education. The theory of Ball enables us to say something about about whatcontent areas become, in terms of fabrications, in the transition between these contexts. The longitudinal design will provide us with answers to how and what pedagogic discourses regarding content areas are transformed into in and between PETE and school physical education. The suggested methodology involves Stimulated Recall (SR) interviews, observations and communication with groups through social media. SR-interviews provides an immediateness in the reflection on teaching practice and content areas. Using social media groups is an effective strategy for maintaining contact with examined preservice teachers when they leave university.

National Category
Educational Sciences Sport and Fitness Sciences
Research subject
Sports Science
Identifiers
urn:nbn:se:oru:diva-95392 (URN)
Conference
2021 AIESEP International Scientific Conference, [DIGITAL], June 7-10, 2021.
Available from: 2021-11-11 Created: 2021-11-11 Last updated: 2021-11-12Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1773-7792

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