Gymnastik- och idrottshögskolan, GIH

This study is a part of a larger research project exploring knowledge in movement within physical education teacher education (PETE). The focus of the project is on the “what” question, i.e., “what” can be seen as movement subject knowledge. The aim of this study is to explore what the primary sources of this knowledge are, and which ‘parts’ or aspects of the knowledge are selected, in the education of different movement areas in PETE. Following Bernstein (2000), and the concept of pedagogic device, knowledge used in pedagogical practice is recontextualised from its site of production into the subject in the educational setting. That which is stipulated in the curriculum as well as in the pedagogical practice, such as PETE, is the result of interpretation and selection, thus regarded by PETE educators as legitimate knowledge needed for becoming PE teachers. The empirical material was generated at four universities in Sweden during the period 2022 - 2024. Various PETE classes were followed where different movements areas such as dance, ball games, outdoor pedagogy, athletics as well as gymnastics and other acrobatics, were themes in the courses. Data was obtained through video filming, interviews with teachers and students and field notes written by the researchers. The study is ongoing, and the analysis will be led by questions such as if it is possible to identify from where the knowledge used in the different movement areas originates, similarities and differences between those areas and which ‘parts’ or aspects of the knowledge are selected (and elected). The results will be discussed in relation to what subject knowledge seems to be important in PETE and what the primary sources are from which this knowledge origins. Preliminary results indicate that knowledge used in movement is often implicit and there seems to be difficulties in the selection of what knowledge is relevant and how it is selected. The result will be further discussed in relation to studies on what movement knowledge appears as valid in PETE and the selection of relevant knowledge. The study also has implications for physical education (PE), as PE teachers' understanding of the characteristics of movement knowledge, as well as how the subject matter is structured, affects the teaching and learning in PE. The expected outcome of the study is to contribute to what can be seen as movement subject knowledge in PETE. Bernstein, B. 2000. Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. Revised edition. Lanham, Md.: Rowman & Littlefield Publishers.