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Between ideal teaching and 'what works': The transmission and transformation of a content area from university to school placements within physical education teacher education
Örebro University, School of Health Sciences. (ReShape)ORCID iD: 0000-0002-1773-7792
Dalarna University, Falun, Sweden. (ReShape)
Dalarna University, Falun, Sweden. (ReShape)
Örebro University, School of Health Sciences. (ReShape)ORCID iD: 0000-0001-8748-8843
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. Vol. 27, no 2, p. 312-327
Keywords [en]
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: urn:nbn:se:oru:diva-85160DOI: 10.1177/1356336X20949575ISI: 000562437500001OAI: oai:DiVA.org:oru-85160DiVA, id: diva2:1461119
Projects
Övergångar från lärarutbildning till undervisningspraktik i ämnet idrott och hälsa
Funder
Swedish Research CouncilSwedish National Centre for Research in SportsAvailable from: 2020-08-26 Created: 2020-08-26 Last updated: 2021-06-15Bibliographically approved

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Tolgfors, BjörnQuennerstedt, Mikael

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