Gymnastik- och idrottshögskolan, GIH

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Title [sv]
Övergången från idrottslärarutbildning till lärarpraktik
Title [en]
Transitions from Physical Education Teacher Education to teaching practices in Physical Education
Abstract [sv]
I detta projekt är vi intresserade av hur utbildningsinnehåll i lärarutbildning framställs och förändras i övergången mellan universitetsstudier till läraryrket. Enligt viss forskning har lärarutbildning liten påverkan på hur undervisningen i skolan utformas för nyutbildade lärare, medan annan forskning visar att utbildningens roll för bla lärande av goda ämneskunskaper och ett undersökande arbetssätt är betydelsefull för framgång i läraryrket. Ett område där kunskapen om lärarutbildningen är särskilt eftersatt är inom utbildning av lärare i idrott och hälsa. Forskningen om idrottslärarutbildningens betydelse för skolämnet idrott och hälsa visar samma tudelning som för lärarutbildning i allmänhet. Å ena sidan visar vissa studier att studenters tidigare erfarenheter av tex tävlingsidrott bidrar starkt till att undervisningen dels inte stämmer överens med målen i kursplanen för ämnet idrott och hälsa, dels att den inte vänder sig till alla elever. Å andra sidan visar andra studier om bla erfarenheter från problemlösning i kurser samt från den verksamhetsförlagda utbildningen (VFU) att idrottslärarutbildningen har stor betydelse för hur studenter socialiseras in i yrket.
Abstract [en]
Research display mixed results regarding the impact that teacher education have on teaching practices in schools. While some studies indicate weak influence of teacher education, others display that some content and perspectives in teacher education seem to find their expressions in school practice. Despite the lack of research about the impact of physical education teacher education (PETE), a few existing studies display the same twofold result as for teacher education in general. In this study, we have chosen a certain content, assessment of learning (AFL) in order to investigate the influence that PETE can have for newly qualified teachers (NQT) in physical education (PE). The aim of the project is twofold. Firstly, inspired by Bernstein’s theory of the pedagogic device, the aim is to investigate how AFL is constructed in university courses, re-contextualised in practicum courses, and realised in teaching practice in school PE. Secondly, and inspired by Ball’s theory of performativity, the aim is to analyse fabrications of AFL in the transitions from PETE to PE teaching practice. The design of the project is to follow a total of 10 PETE students recruited from two different PETE universities in Sweden to study how their understanding and teaching practice of AFL is transformed from PETE to PE. Empirical material will be gathered from recordings of seminars, observations for teaching, stimulated-recall-interviews, and participation in social media.
Publications (3 of 3) Show all publications
Tolgfors, B., Quennerstedt, M., Backman, E. & Nyberg, G. (2024). A PE teacher's tale: Journeying from PETE to school PE. In: Arja Sääkslahti and Timo Jaakkola (Ed.), AISEP International Conference 2024 Book of abstracts: . Paper presented at AIESEP International Conference May 13-17, 2024, Jyväskylä, Finland (International Association for Physical Education in Higher Education) (pp. 265-266). AIESEP, University of Jyväskylä, Article ID 150.
Open this publication in new window or tab >>A PE teacher's tale: Journeying from PETE to school PE
2024 (English)In: AISEP International Conference 2024 Book of abstracts / [ed] Arja Sääkslahti and Timo Jaakkola, AIESEP, University of Jyväskylä , 2024, p. 265-266, article id 150Conference paper, Oral presentation with published abstract (Refereed)
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 paper ‘represents’ a PE teacher’s professional journey from PETE to the induction phase of PE teaching. The study focuses on the PE teacher’s use of, and reflections on, assessment for learning (AfL) (Wiliam, 2011) at different stages of the journey. 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. Using narrative inquiry (Casey, et al., 2018), supported by occupational socialisation theory (Lawson, 1983), this study focuses on one male PE teacher’s professional journey from PETE to the induction phase of PE teaching. The PE teacher’s tale is represented in first person, as if it were told by ‘the traveller’ on the journey. The underlying data consists of recordings of a campus-based PETE seminar, a stimulated recall interview with the participant during his 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 course on assessment for and of learning in PETE and the student teacher’s positive experience of using AfL during his practicum seem to have inspired him in his later positions. On his professional journey, the traveller encounters barriers such as his colleagues’ contrasting beliefs, dominating PE teaching traditions, and pupils’ resistance. Still, AfL is not washed out from his teaching practice. The key strategies of AfL, such as sharing learning intentions, providing feedback, and activating pupils as learning resources for one another, are rather used to create conditions for progression. In the discussion, we suggest that PETE can make a difference for student teachers who have gained positive experiences of AfL in authentic teaching situations and are able to navigate between the barriers to the use of AfL in the induction phase of PE teaching. The usefulness of this study is its potential to inspire teacher educators to implement AfL in different learning tasks during PETE and student teachers to practice AfL during their school placements. If this would occur more regularly, a content such as AfL would have a better chance of “surviving” the transition from PETE to school PE. Casey, A., Fletcher, T., Schaefer, L., & Gleddie, D. (2018). Conducting practitioner research in physical education and youth sport. Reflecting on practice. London and New York: Routledge. Lawson, H.A. (1983). Toward a model of teacher socialization in physical education: entry into schools, teachers' role orientations, and longevity in teaching (part 2). Journal of Teaching in Physical Education, 3(1). Wiliam, D. (2011). What is assessment for learning?. Studies in educational evaluation, 37(1), 3-14.

Place, publisher, year, edition, pages
AIESEP, University of Jyväskylä, 2024
Keywords
Assessment for learning, narrative inquiry, occupational socialisation, PETE, transitions
National Category
Educational Sciences
Research subject
Social Sciences/Humanities; Social Sciences/Humanities; Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-8459 (URN)978-952-86-0158-6 (ISBN)
Conference
AIESEP International Conference May 13-17, 2024, Jyväskylä, Finland (International Association for Physical Education in Higher Education)
Available from: 2024-12-20 Created: 2024-12-20 Last updated: 2025-01-14
Backman, E., Quennerstedt, M., Tolgfors, B. & Nyberg, G. (2024). From what to how in ‘formative’ assessment – tracing how physical education teacher education comes to matter for physical education practice.. In: AIESEP book of abstracts: . Paper presented at AIESEP 2024 International Conference, Jyväskylä, Finland, May 13-17, 2024.
Open this publication in new window or tab >>From what to how in ‘formative’ assessment – tracing how physical education teacher education comes to matter for physical education practice.
2024 (English)In: AIESEP book of abstracts, 2024Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Formative assessment strategies are often conceived as central within teacher edu-cation (Cañadas 2023). These strategies are to be learned as content during teacher education and then transformed into methods when newly graduated teachers (NQT) enter their occupational practice. The aim of this presentation is to contribute to knowledge of how content discourses in physical education teacher education (PETE) matter for physical education (PE) practice. We will do this by answering two research questions: 1. What components of formative assessment are made visible in PE by NQTs? 2. What components of the formative assessment discourse can be traced back to PETE? This study is part of a larger project investigating transitions of content discourses from PETE to school PE. Data was collected from participants when they were engaged in two different educational contexts: in PETE as preserv-ice teachers (PST) and in PE as NQTs. In the PETE context, a total of 26 PSTs stud-ying at two different Swedish PETE institutions (15 from A and 11 from B) partici-pated. In the PE context, a total of 13 PE teachers (from the group of 26 PSTs), having graduated from the two Swedish PETE institutions (9 from A and 4 from B), participated. Data collection methods from the two contexts were video-recorded and visual observations, group interviews, individual interviews, Stimulated Recall (SR)-interviews and text analysis of course handbooks. In the study we use the con-cept pedagogic discourse (Bernstein 1990) to describe how content is constructed, recontextualised and realised through text, talk and practice. The way in which the NQTs in this study talk about formative assessment thus illustrate what constitutes this discourse in school PE. In the preliminary analysis, four components (sharing learning objectives, feedback, using students as resources, and grading) have been discerned as dominating. Inspired by Foucault’s (1991) genealogical approach, we will also search for traces of dominating and marginalized components of the form-ative assessment discourse in the PETE context, and the PSTs talk about formative assessment. We will draw on research on didactics in PE (Quennerstedt & Larsson, 2015) to analyse what components the formative assessment discourse in PE and PETE is built of, how and why formative assessment is conducted in a certain way, and who the producers of the components building the formative assessment dis-course in PE and PETE are.

References

Bernstein, B. (1990). The structuring of pedagogic discourse: London: Routledge.

Cañadas L (2023) Contribution of formative assessment for developing teaching competencies in teacher education, European Journal of Teacher Education, 46:3, 516-532

Foucault M (1991) Nietzsche, Genealogy, History. In: Rabinow P (Ed) The Foucault Reader. An Introduction to Foucault’s Thought.

Quennerstedt M & Håkan Larsson (2015) Learning movement cultures in physical education practice, Sport, Education and Society, 20:5, 565-572

National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-8295 (URN)
Conference
AIESEP 2024 International Conference, Jyväskylä, Finland, May 13-17, 2024
Available from: 2024-06-17 Created: 2024-06-17 Last updated: 2024-06-28Bibliographically approved
Nyberg, G., Backman, E., Quennerstedt, M. & Tolgfors, B. (2024). The meaning of feedback in PE and PETE. In: AIESEP 2024 book of abstracts: . Paper presented at AIESEP 2024 International Conference, Jyväskylä, Finland, May 13-17, 2024.
Open this publication in new window or tab >>The meaning of feedback in PE and PETE
2024 (English)In: AIESEP 2024 book of abstracts, 2024Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Feedback is considered essential for student learning (Hattie & Timperley, 2007; Mulliner & Tucker, 2017). However, the meaning of feedback differs among teach-ers and students and consequently also how feedback is used and to what extent it provides opportunities for learning and positive experiences (Hattie & Timperley, 2007; Mulliner & Tucker, 2017). The aim of this study is to explore in what different ways newly examined physical education (PE) teachers experience the meaning of feedback through their actions in, and reflections on, their professional practice in school. This presentation reports a sub-study within a larger project with the aim of investigating the transition of Assessment for learning (AfL) as a content in physical education teacher education (PETE) and its transformation from university studies to professional practice. AfL, defined in the larger project, includes five key strate-gies, one of which is feedback. This study is zooming in on feedback. A phenomeno-graphic approach provided possibilities to understand teachers’ ways of experienc-ing feedback as similar to knowing feedback. Researchers use phenomenography to investigate peoples’ qualitatively different ways of experiencing phenomena in the world, and how someone experiences something can also be understood as a way of knowing something. The phenomenographic approach thus also provided possi-bilities to analyse qualitatively different ways of knowing feedback, as we did in this study. Data was generated through transcribed video-stimulated interviews with eight teachers, two transcribed focus group interviews with four teachers in each group and fieldnotes from nine observed lessons conducted by nine newly examined teachers. Preliminary results show different ways of knowing feedback as well as what aspects of feedback the newly examined teachers foreground in their teaching. The results will be discussed in relation to more or less complex ways of knowing feedback as well as in relation to how PETE can help students experience feedback in more complex ways and, through this, offer students in PE extended and positive learning experiences.

References

Hattie, J., & H. Timperley. (2007). “The Power of Feedback.” Review of Educational Research, 77 (1): 81–112.

Mulliner, E. & Tucker, M. (2017). Feedback on feedback practice: perceptions of students and academics. Assessment & Evaluation in Higher Education, 42 (2): 266–288, http://dx.doi.org/10.1080/02602938.2015.1103365

Keywords
Feedback, PETE, PE, Phenomenography
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-8294 (URN)
Conference
AIESEP 2024 International Conference, Jyväskylä, Finland, May 13-17, 2024
Available from: 2024-06-17 Created: 2024-06-17 Last updated: 2024-06-28Bibliographically approved
Principal InvestigatorBackman, Erik
Co-InvestigatorNyberg, Gunn
Co-InvestigatorQuennerstedt, Mikael
Co-InvestigatorTolgfors, Björn
Coordinating organisation
Dalarna University
Funder
Period
2019-01-01 - 2024-12-31
National Category
Pedagogical WorkSport and Fitness Sciences
Identifiers
DiVA, id: project:8249Project, id: VR 2018-03626

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Projektet hos Högskolan Dalarna