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To acquire a taste for friluftsliv - a part of becoming a PE teacher?: Swedish Physical Education teacher educators' thoughts about their students' preferences for friluftsliv
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för utbildningsvetenskap med inriktning mot tekniska, estetiska och praktiska kunskapstraditioner. Forskningsgruppen för pedagogik, idrott och fritidskulturer.ORCID-id: 0000-0002-4660-717X
2009 (engelsk)Inngår i: Moving Bodies, ISSN 1503-6065, Vol. 7, s. 9-26Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Teacher students’ own biographies and early experiences of teaching have proven to have a major significance for their future teaching, compared to perspectives and content in teacher education. This is also the case for Physical Education (PE) teacher students, whose preferences for physical activity are often constituted by their experiences of sport. Based on the values assigned to friluftsliv (or its anglicised equivalents, “outdoor recreation” or “outdoor education”) in Swedish Physical Education Teacher Education (PETE), the disparity between the taste of Swedish PE teacher educators’ and that of their students’ for friluftsliv is analysed. The lack of teaching in friluftsliv in Swedish schools seems to be an example of that PE teaching is mainly based on PE teachers’ taste for physical practices, rather than on the PE curriculum. In this article the potential to change this condition by developing the teaching in friluftsliv at Swedish PETE is discussed.  

sted, utgiver, år, opplag, sider
Oslo: Norges Idrettshøgskole , 2009. Vol. 7, s. 9-26
Emneord [en]
Friluftsliv, School, Physical Education Teacher Student, Physical Education Teacher Education, Habitus, Taste
HSV kategori
Identifikatorer
URN: urn:nbn:se:gih:diva-1764OAI: oai:DiVA.org:gih-1764DiVA, id: diva2:402485
Prosjekter
Friluftsliv in Swedish Physical Education - a Struggle of Values. Educational and Sociological PerspectivesTilgjengelig fra: 2011-03-08 Laget: 2011-03-08 Sist oppdatert: 2016-01-12bibliografisk kontrollert
Inngår i avhandling
1. Friluftsliv in Swedish Physical Education - a Struggle of Values: Educational and Sociological Perspectives
Åpne denne publikasjonen i ny fane eller vindu >>Friluftsliv in Swedish Physical Education - a Struggle of Values: Educational and Sociological Perspectives
2010 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

The aim of this thesis is to examine some of the educational and sociological conditions underlying the production of teaching in friluftsliv within the Physical Education (PE) subject in Swedish compulsory school. Despite the value awarded to the Scandinavian outdoor practice friluftsliv, in both the national PE curriculum document and in Physical Education Teacher Education (PETE) in Sweden, it does not seem to be thoroughly implemented in compulsory school teaching. Through analyses of interviews with PE teachers and PE teacher educators, as well as of curriculum documents, using the perspectives of Basil Bernstein and Pierre Bourdieu, I explore conditions underlying the expressions of friluftsliv teaching in Swedish PE.

The pedagogic discourse for friluftsliv in Swedish PE is described as a teaching that should take place in a natural setting remote from civilisation, involve risks, and require time, technical equipment, financial resources, and cooperation. This discourse for friluftsliv is shown to be similar to the values emphasised in friluftsliv education in PETE. Although proven to be difficult to implement in school, this discourse appear to form the conception of friluftsliv teaching for PE teachers in Sweden. Under the influence of the performance code, friluftsliv is transformed into outdoor activities with which the PE teachers are familiar, or is totally left out of PE teaching.

A turn towards options that are seen as unthinkable in relation to the current pedagogic discourse may benefit the achievement of the aims set out in the national PE curriculum. Values such as environmental awareness, sustainable development and cultural perspectives on the landscape could strengthen the classification of friluftsliv and PE in compulsory school. Further, an increase of socially critical and constructivist perspectives during PETE could make unthinkable options in friluftsliv thinkable and contribute to a break with the reproduction of teaching practices in PE.

sted, utgiver, år, opplag, sider
Stockholm: Department of Education in Arts and Professions, Stockholm University, 2010. s. 147
Serie
Studies in Education in Arts and Professions ; 2
Emneord
Friluftsliv, Physical Education, PETE, PE teacher student, PE teacher educator, curriculum, Bourdieu, Bernstein
HSV kategori
Identifikatorer
urn:nbn:se:gih:diva-1762 (URN)978-91-7447-034-5 (ISBN)
Disputas
Aula Konradsberg, Campus Konradsberg, Stockholm (engelsk)
Opponent
Veileder
Merknad

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: In press. Paper 2: Submitted.

Tilgjengelig fra: 2011-03-08 Laget: 2011-03-08 Sist oppdatert: 2016-01-12bibliografisk kontrollert
2. Friluftsliv in Swedish Physical Education – a Struggle of Values: Educational and Sociological Perspectives
Åpne denne publikasjonen i ny fane eller vindu >>Friluftsliv in Swedish Physical Education – a Struggle of Values: Educational and Sociological Perspectives
2010 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

The aim of this thesis is to examine some of the educational and sociological conditions underlying the production of teaching in friluftsliv within the Physical Education (PE) subject in Swedish compulsory school. Despite the value awarded to the Scandinavian outdoor practice friluftsliv, in both the national PE curriculum document and in Physical Education Teacher Education (PETE) in Sweden, it does not seem to be thoroughly implemented in compulsory school teaching. Through analyses of interviews with PE teachers and PE teacher educators, as well as of curriculum documents, using the perspectives of Basil Bernstein and Pierre Bourdieu, I explore conditions underlying the expressions of friluftsliv teaching in Swedish PE.

The pedagogic discourse for friluftsliv in Swedish PE is described as a teaching that should take place in a natural setting remote from civilisation, involve risks, and require time, technical equipment, financial resources, and cooperation. This discourse for friluftsliv is shown to be similar to the values emphasised in friluftsliv education in PETE. Although proven to be difficult to implement in school, this discourse appear to form the conception of friluftsliv teaching for PE teachers in Sweden. Under the influence of the performance code, friluftsliv is transformed into outdoor activities with which the PE teachers are familiar, or is totally left out of PE teaching.

A turn towards options that are seen as unthinkable in relation to the current pedagogic discourse may benefit the achievement of the aims set out in the national PE curriculum. Values such as environmental awareness, sustainable development and cultural perspectives on the landscape could strengthen the classification of friluftsliv and PE in compulsory school. Further, an increase of socially critical and constructivist perspectives during PETE could make unthinkable options in friluftsliv thinkable and contribute to a break with the reproduction of teaching practices in PE.

sted, utgiver, år, opplag, sider
Stockholm: Department of Education in Arts and Professions, Stockholm University, 2010
HSV kategori
Forskningsprogram
Samhällsvetenskap/Humaniora
Identifikatorer
urn:nbn:se:gih:diva-3755 (URN)978-91-7447-034-5 (ISBN)
Disputas
2010-05-07, Aula Konradsberg, Campus Konradsberg, Konradsbergsgatan 7, Stockholm, 12:00 (engelsk)
Opponent
Veileder
Merknad

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: In press. Paper 2: Submitted.

Tilgjengelig fra: 2015-03-05 Laget: 2015-03-05 Sist oppdatert: 2016-01-12bibliografisk kontrollert

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