It has been claimed that issues of assessment in school and higher education is of particularinterest in contemporary society with many conflicting demands, theories andpractices. In the field of Physical Education (PE), assessment issues, gradingand examination practices has received attention on the school level during thelast decade. However, on the level of PE teacher education (PETE), theknowledge base of these issues is not as significant. Based on the relativereduction of movement practices in PETE following the academisation of teachereducation in general, there are reasons to investigate the what- and thehow-questions regarding examination in movement practices in PETE. In thisstudy, expressions of examination regarding movements in PETE departments in Swedenand in Australia have been investigated and compared. Building on analysis ofsyllabi documents from PETE departments in Sweden and Australia, and oninterviews with PE teacher educators from these departments, the specific aimof the study is to analyse and discuss what is assigned value in theexamination of movements on a sample of PETE departments in Sweden andAustralia. Inspired by the sociological and educational theories of PierreBourdieu and Basil Bernstein, and particularly the concepts of social field andsymbolic capital (Bourdieu) as well as classification, performance code andcompetence code (Bernstein), the preliminary analysis of the investigated syllabi documents hasshowed that there is a tension regarding whenthe examination of movements is taking place. There are expressions of instantaneousexamination, i.e. examinations that take place at one or a few occasions withspecific and outspoken tasks, as well as of continuous examination, i.e.examination as a silent, constant and ongoing process often combined withdemands of participation. The preliminary analysis of the interviews with thePE teacher educators has revealed a tension between viewing the importance ofmovement as subject matter knowledge, i.e. as an ability to perform movements,or as didactic knowledge, i.e. as a means for the ability to teach. Thesetensions will be further analysed with regards to similarities and differencesbetween PETE departments in Sweden and Australia. Illuminating these issues mightdevelop and strengthen examination practices not only in PETE but also in PE.
AARE NZARE Conference 30 November - 4 December 2014, Brisbane, Australia. International Conference of the Australian Association for Research in Education (AARE) and New Zealand Association for Research in Education (NZARE).