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A PE teacher’s tale: journeying from teacher education to teaching practice in physical education
Örebro University, School of Health Sciences.ORCID iD: 0000-0002-1773-7792
The Swedish School of Sport and Health Sciences (GIH), Stockholm, Sweden; Inland Norway University of Applied Sciences, Elverum, Norway.ORCID iD: 0000-0001-8748-8843
School of Health and Welfare, Dalarna University, Falun, Sweden; Department of Primary and Secondary Teacher Education, Oslo Metropolitan University, Oslo, Norway.ORCID iD: 0000-0003-3717-2431
Department of Sport Science and Physical Education, University of Agder, Kristiansand, Norway; School of Education and Learning, Dalarna University, Falun, Sweden.ORCID iD: 0000-0002-5656-6500
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 [en]
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: urn:nbn:se:oru:diva-109808DOI: 10.1080/13573322.2023.2281389ISI: 001103563500001Scopus ID: 2-s2.0-85176929193OAI: oai:DiVA.org:oru-109808DiVA, id: diva2:1813132
Projects
Transitions from Physical Education Teacher Education to School PE
Funder
Swedish Research Council, 218-03626Available from: 2023-11-20 Created: 2023-11-20 Last updated: 2024-02-27Bibliographically approved

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Tolgfors, BjörnQuennerstedt, Mikael

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