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The transformation of ball games as pedagogic discourse within physical education teacher education
Örebro University, School of Health Sciences.ORCID iD: 0000-0001-9694-8100
Örebro University, School of Health Sciences.ORCID iD: 0000-0002-5093-4958
Örebro University, School of Health Sciences. Oslo Metropolitan University, Oslo, Norway.ORCID iD: 0000-0003-4162-9844
2024 (English)In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 30, no 3, p. 343-360Article in journal (Refereed) Published
Abstract [en]

Scholars have long questioned the impact of teacher education programmes. Persistent claims are that pre-service teachers have fixed ideas about pedagogy when they enter training and that they become enculturated once in the profession. Within physical education (PE), similar concerns have been raised with respect to ball games. Research suggests that pre-service PE teachers typically have substantial experience of ball sports and find it difficult to implement non-traditional ball games pedagogies when they enter schools. Against this background, the aim of the study is to explore how pre-service teachers recontextualise ball games as pedagogic discourse in their transitions from university to school placement. Bernstein's pedagogic device and pedagogic discourse are employed as the theoretical framework. The investigation focuses on a Swedish PETE programme and the participants are six pre-service teachers. The empirical material consists of written assessments, observations of the pre-service teachers' lessons during school placements, and individual interviews. Findings suggest that the pedagogic discourse of ball games at the university was aligned with course learning outcomes and included the need to communicate goals, adapt and modify teaching, and combine different approaches. The pedagogic discourse at school placement involved traditional ball games, minimal curriculum references, progression in two or three lessons, and inclusive, enjoyable lessons. Factors that regulated the discourse were: familiarity with the pupils; the conceptualizing of inclusive teaching; norms regarding ball games in PE; expectations of the pre-service teachers; and the framing of ball games education in PETE. Recontextualising rules highlight challenges in transitions related to ball games.

Place, publisher, year, edition, pages
Sage Publications, 2024. Vol. 30, no 3, p. 343-360
Keywords [en]
Physical education teacher education, ball games, Bernstein, recontextualisation, transitions
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:oru:diva-109671DOI: 10.1177/1356336X231207485ISI: 001090818100001Scopus ID: 2-s2.0-8517545837OAI: oai:DiVA.org:oru-109671DiVA, id: diva2:1812205
Available from: 2023-11-15 Created: 2023-11-15 Last updated: 2025-01-15Bibliographically approved
In thesis
1. Legitimating ball games: The recontextualisation of ball games knowledge in Swedish physical education and physical education teacher education
Open this publication in new window or tab >>Legitimating ball games: The recontextualisation of ball games knowledge in Swedish physical education and physical education teacher education
2025 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis is about ball games as content within physical education teacher education (PETE) and physical education (PE) in a Swedish context. The focus of the study is on how knowledge related to ball games becomes legitimate in PETE, and how this knowledge is transformed and used in pedagogic practice in PE. This thesis consists of four articles investigating these questions in different educational contexts. In Article I, I examine how PE teacher educators define legitimate ball games knowledge in PETE through the lens of Shulman’s theory on teachers’ knowledge. The findings suggest that PE teacher educators define legitimate knowledge as a combination of content knowledge related to participation in sports and pedagogical content knowledge related to learning for all pupils. In Article II-IV the focus is on how knowledge is recontextualised in transitions from PETE to PE and the analysis is done through Bernstein’s theoretical framework. The findings in Article II show that the pre-service teachers’ pedagogic discourse of ball games involved substantial changes and transformations in the transition from university to school placement. These changes can be explained by recontextualising rules that either constrain or enable the use of knowledge. The findings in Article III indicate that beginning teachers had different aims in their teaching, some aimed to develop pupil’s understanding of games while others used ball games as a means to develop movement or cooperative capabilities. The teachers employed different strategies to handle challenges of the cultural influence from competitive sport. The findings of Article IV suggest that beginning teachers consider knowledge from PETE useful and relevant and were able to reproduce this knowledge in PE practice. They were also missing important knowledge, and their teaching was affected by contextual factors. The thesis contributes to existing scholarship with knowledge about the recontextualisation process in which the pedagogic discourse of ball games is constructed within PETE and transformed and reproduced into PE practice.

Place, publisher, year, edition, pages
Örebro: Örebro University, 2025. p. 114
Series
Örebro Studies in Sport Sciences, ISSN 1654-7535 ; 42
Keywords
Ball games, physical education teacher education, content knowledge, pedagogical content knowledge, Bernstein, recontextualisation, beginning teachers, transitions, PE practice
National Category
Sport and Fitness Sciences
Identifiers
urn:nbn:se:oru:diva-116718 (URN)9789175296197 (ISBN)9789175296203 (ISBN)
Public defence
2025-01-31, Örebro universitet, Gymnastik- och idrottshuset, Hörsal G, Fakultetsgatan 1, Örebro, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2024-10-15 Created: 2024-10-15 Last updated: 2025-02-03Bibliographically approved

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Mustell, JanGeidne, SusannaBarker, Dean

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