Gymnastik- och idrottshögskolan, GIH

Det eksisterer ingen oversiktsartikler som systematisk presenterer forskningen på friluftsliv i høyere utdanning i Norge. Artikkelens formål er å gi en slik oversikt, samt diskutere hvordan friluftsliv presenteres i forskningen fra et pedagogisk og historisk perspektiv. Forskningsspørsmålene vi stiller er: Hva karakteriserer forskningen på friluftsliv innen høyere utdanning? Hvordan forholder dagens friluftslivsforskning seg til ulike danningsideal? Etter ferdigstilt inklusjonsprosess ble 37 publikasjoner inkludert i studien. Vi identifiserte ingen publikasjoner før 2008. Resultatene viser at et flertall av publikasjonene var kvalitativt innrettet. Gjennom en abduktiv tilnærming til kvalitativ innholdsanalyse konstruerte vi følgende forskningstemaer i vår studie: (1) studentenes læring, (2) ledelse og personlig vekst, (3) natursyn og bærekraft og (4) kritikk av den neoliberale påvirkningen. Vi fant at friluftslivsutdanningens opprinnelige ideer om økofilosofi og økodanning er lite belyst, og at det er lite forskning på mangfold og inkludering i friluftsliv i høyere utdanning. Resultatet av studien diskuteres i lys av utdanningens funksjon og i relasjon til danningsideal i friluftslivsutdanningen.

There is a lack of scoping reviews on friluftsliv in higher education in Norway. The aim of this paper is to contribute with such a review and to discuss research about friluftsliv from educational and historical perspectives. Our research questions are: What characterizes research on friluftsliv in higher education in Norway? How is contemporary research on friluftsliv related to educational ideals, and to theory about the function of education? 37 publications were included in the study, none of these were published before 2008. The results show that most publications applied a qualitative methodology. Through an abductive approach to qualitative content analysis, we constructed the following research themes in our study: (1) student learning, (2) leadership and personal growth, (3) conceptions of nature and sustainability, and (4) critique of neoliberalism. We found that original ideas about ecophilosophy and eco-education are poorly elucidated, and that little research has been done on topics related to diversity and inclusion in friluftsliv in higher education. The results of the study are discussed in relation to educational ideals in friluftsliv studies, as well as to theory about the functions of education

This study explores how newly qualified physical education (PE) teachers experience the meaning offeedback through reflections on their assessment practices.We focus on the use, purpose, and contentof feedback in PE practice. Assessment practices in PE have generally been used for grading purposes,often with little connection to the preceding teaching and learning. The educational quality offeedback depends on teachers’ knowledge of what is supposed to be learned and how learners understandwhat they are supposed to know. Hence, it is important to investigate whether and how PEteacher education (PETE) prepares pre-service teachers for their professional work with feedbackin PE. Individual stimulated recall interviews, a focus group interview and individual interviews witheight newly qualified teacherswere conducted, and the datawas analysed through a phenomenographicapproach. The findings reveal that feedback is experienced in various ways, some comprising contentthat helps students learnwhat is supposed to be learned. Otherways of experiencing feedback generatecontent that does not relate to any intended learning goal other than being physically active in the hereand now. The findings are discussed in relation to Hattie and Timperley’s (2007) model of feedback aswell as in relation to PETE and the significance of providing possibilities for future teachers tolearn about the ways in which feedback can be educationally worthwhile.

An ongoing discussion is a debate about the benefits of outdoor activities for health, where a narrowness regarding the benefits as a matter of curing or preventing disease has been questioned. Hence, there is an urgent need to theorize further the relationship between outdoor activities and health with robust theoretical frameworks that can guide research and practice, taking different aspects of human-nature relations into account. In the paper, a critique of pathogenic perspectives of health is forwarded, as well as a critique of an anthropocentric human centeredness of health. Instead, a salutogenic model and the metaphor of the swimmer in the river is used to discuss the relation without being restricted to health as the absence of disease or to human health and wellbeing. In the paper, seven different relations, or salutogenic questions, are provided, moving from the swimmer in the foreground, to swimmers in the river to finally foregrounding the river.

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.

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

Teaching outdoors is an obligatory part of physical education (PE) in most countries; therefore, PE holds great potential to contribute to learning about nature, the environment and environmental sustainability (ES). This paper reports the investigation of whether Swedish PE teachers perceive ES as part of their subject, and if so, how do they implement it? Drawing on 60 PE teachers' answers to five opened questions (53 written answers and 7 oral interviews), and using British sociologist Basil Bernstein's concepts of classification and codes, this study have asked the following research questions: 1. What influences the position and legitimisation of ES in PE? 2. How does the subject culture of Swedish PE influence the introduction of ES? The result from the study shows a complexity regarding the strength of the boundaries that surround ES in PE and what this complexity might offer in terms of enablers and constraints. The result also displays a strong connection between outdoor education and its potential for teaching ES. Various options are discussed with regard to where (in what content areas in PE) and how to implement ES.

The research field of physical education and health (PEH) holds a great potential for exploring environmental issues, but the interest has been scarce. In this paper, we aim to trouble the separation of humans and nature, which has long been reproduced in PEH research and practice. To frame the problem, we turn to environmental education (EE) research, where scholars have argued that the human/nature divide serves as a foundation for environmental degradation. Drawing on Karen Barad's posthumanist framework of agential realism, we explore the emerging conceptualisations of humans and nature when Swedish PEH policy documents are diffractively read through previous research, the concept of agential cuts and our own historicities. The analysis is presented through three diffraction patterns emerging around movement, health and indoors/outdoors, phenomena which are central not only to PEH but also to EE. We conclude that thinking with diffraction can open spaces within PEH educational policy for reimagining existing binaries between humans and nature. In this way, PEH practice might contribute to troubling the foundations for environmental injustices and issues of unsustainability.