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Backman, E., Nyberg, G. & Larsson, H. (2018). Att röra sig bortom rigida ortodoxier i undervisning och bedömning av rörelsepraktiker inom idrottslärarutbildning – ett studentperspektiv. In: : . Paper presented at SVEBI konferens, Högskolan Dalarna, Falun, 21-22 november 2018.
Open this publication in new window or tab >>Att röra sig bortom rigida ortodoxier i undervisning och bedömning av rörelsepraktiker inom idrottslärarutbildning – ett studentperspektiv
2018 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Education and Learning; Education and Learning
Identifiers
urn:nbn:se:du-29103 (URN)
Conference
SVEBI konferens, Högskolan Dalarna, Falun, 21-22 november 2018
Available from: 2018-12-17 Created: 2018-12-17 Last updated: 2018-12-18Bibliographically approved
Backman, E. (2018). Development(s) of outdoor education in Sweden (1ed.). In: Peter Becker, Barbara Humberstone, Chris Loynes, Jochem Schirp (Ed.), The changing world of outdoor learning in Europe: (pp. 165-178). London: Routledge
Open this publication in new window or tab >>Development(s) of outdoor education in Sweden
2018 (English)In: The changing world of outdoor learning in Europe / [ed] Peter Becker, Barbara Humberstone, Chris Loynes, Jochem Schirp, London: Routledge, 2018, 1, p. 165-178Chapter in book (Refereed)
Place, publisher, year, edition, pages
London: Routledge, 2018 Edition: 1
National Category
Educational Sciences
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-29361 (URN)10.4324/9781315170671 (DOI)2-s2.0-85060218962 (Scopus ID)9781351692571 (ISBN)9781138047662 (ISBN)
Available from: 2019-02-04 Created: 2019-02-04 Last updated: 2019-02-04Bibliographically approved
Backman, E. & Barker, D. (2018). Reconceptualising pedagogical content knowledge in physical education teacher education. In: : . Paper presented at AIESEP World Congress, Edinburgh, Scotland, 25-28 July 2018.
Open this publication in new window or tab >>Reconceptualising pedagogical content knowledge in physical education teacher education
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-29104 (URN)
Conference
AIESEP World Congress, Edinburgh, Scotland, 25-28 July 2018
Available from: 2018-12-17 Created: 2018-12-17 Last updated: 2018-12-18Bibliographically approved
Backman, E. (2018). Undervisning och bedömning i ämnet friluftsliv i ämnet idrott och hälsa. In: : . Paper presented at Idrott och hälsa. Nationell konferens för lärare i idrott och hälsa arrangerad av Skolporten 9-10 april 2018, Stockholm..
Open this publication in new window or tab >>Undervisning och bedömning i ämnet friluftsliv i ämnet idrott och hälsa
2018 (Swedish)Conference paper, Oral presentation only (Other academic)
National Category
Didactics
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-27506 (URN)
Conference
Idrott och hälsa. Nationell konferens för lärare i idrott och hälsa arrangerad av Skolporten 9-10 april 2018, Stockholm.
Available from: 2018-04-20 Created: 2018-04-20 Last updated: 2018-04-20Bibliographically approved
Backman, E., Nyberg, G. & Larsson, H. (2017). Assessment of movement in Swedish PETE: A matter of learning or just ticking a box?. In: : . Paper presented at AIESEP International Conference, Gosier, Guadeloupe.
Open this publication in new window or tab >>Assessment of movement in Swedish PETE: A matter of learning or just ticking a box?
2017 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

The general knowledge base of Health and Physical Education Teacher Education (HPETE) is growing stronger. As a part of that knowledge base there is an ongoing discussion of the meaning of HPETE students’ movement capabilities (Brown 2013, Capel et al 2011, Johnson 2013, Siedentop 2009, Tinning 2010). Lee Shulman’s (1987) framework of Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) have been used by scholars to examine how students’ ability to move and their ability to teach are valued in HPETE (Backman & Pearson 2016, Herold & Waring 2016, Ward et al 2015). However, the students’ own voices about these issues have rarely been acknowledged. The aim with this paper is therefore to examine how HPETE students at one university in Sweden experience the assessment of movement knowledge in and about aquatics, dance and ice-skating. Semi-structured interviews with two groups including a total of seven students were performed by the one researcher at three different occasions. The interviewing researcher’s regularly work is not at the same university as the participating students. The interviews focused specifically on the teaching and assessment of aquatics, dance and skating within the first semester of HPETE. The transcription of the six interviews was performed by external assistance and the students were all anonymized in the transcribed material. The following analysis, performed by two researchers stationed at the same university as the participating students, focused on how the transcribed material related to the aim and the concepts of Shulman. Preliminary results show several expressions of that the students in our study were not sure of what kinds or what level of movement knowledge were expected of them as they entered HPETE. Further, several students expressed limited possibilities to develop movement ability merely through HPETE teaching but at the same time, practicing unfamiliar movements outside HPETE teacher-led teaching was rare. Although assessment of movement knowledge were most commonly expressed as a qualitative process, some students mentioned that they occasionally experienced assessment of movement knowledge as “a-tick-in-a-box”. Interestingly, the cognitive aspects of movement knowledge (i.e. describe, observe, analyse, discuss, etc.) were on the one hand expressed as vital, but on the other as less characterized by learning compared to the practice of movement skills. The results will be analysed and discussed in relation to research within the field and in relation to Lee Shulman’s framework of CK and PCK. Although making no claims to generalize the results in this study based on the limited number of participants, they might contribute to the discussion of what forms of knowledge to prioritise in HPETE, and thereby also help develop HPE on a school level.

References

Backman, E. & Pearson, P. 2016. “We should assess the students in more authentic situations”. Swedish PE teacher educators’ views of the meaning of movement skills for future PE teachers. European Physical Education Review. 22(1): 47-64.

Brown, T.D. 2013. “A vision lost? (Re)articulating an Arnoldian conception of education ‘in’ movement in physical education.” Sport, Education and Society 18 (1): 21-37.

Capel, S., Hayes, S., Katene, W. and P. Velija. 2011. “The interaction of factors which influence secondary student physical education teachers’ knowledge and development as teachers.” European Physical Education Review, 17 (2): 183–201.

Herold, F. and M. Waring. 2016. “Is practical subject matter knowledge still important? Examining the Siedentopian perspective on the role of content knowledge in physical education teacher education.” Physical Education and Sport Pedagogy. Advance online publication. doi: 10.1080/17408989.2016.1192592

Johnson, T.G. 2013. “The value of performance in Physical Education teacher education.” Quest 65 (4): 485-497.

Shulman, L.S. 1987. “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1-21.

Siedentop, D. 2009. “Content Knowledge for Physical Education. In The Routledge Physical Education Reader, edited by R. Bailey and D. Kirk, 243-253. Abingdon: Routledge

Tinning, R. 2010. Pedagogy and human movement: theory, practice, research. Abingdon: Routledge.

Ward, P., Kim, I., Ko, B. and W. Li. 2015. “Effects of Improving Teachers’ Content Knowledge on Teaching and Student Learning in Physical Education.” Research Quarterly for Exercise and Sport 86 (2): 130–139.

Keywords
physical education teacher education, assessment, content knowledge
National Category
Educational Sciences
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-26776 (URN)
Conference
AIESEP International Conference, Gosier, Guadeloupe
Available from: 2017-12-14 Created: 2017-12-14 Last updated: 2017-12-14Bibliographically approved
Backman, E. (2017). Forskning om friluftsliv i Norge: reproduktion av det nationella eller nyfikenhet på det globala? [Review]. Idrottsforum.org/Nordic sport science forum
Open this publication in new window or tab >>Forskning om friluftsliv i Norge: reproduktion av det nationella eller nyfikenhet på det globala?
2017 (Swedish)In: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224Article, book review (Other academic) Published
Place, publisher, year, edition, pages
Malmö: Malmö Högskola, 2017
Keywords
friluftsliv
National Category
Sport and Fitness Sciences
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-24564 (URN)
Note

Recension av:

André Horgen et al. (red) Ute! Friluftsliv – pedagogiske, historiske og sosiologiske perspektiver 298 sidor, hft.Bergen: Fagbokforlaget 2016 ISBN 978-82-450-1755-7

Available from: 2017-03-13 Created: 2017-03-13 Last updated: 2017-11-29Bibliographically approved
Backman, E. (2017). Friluftsliv i fjällen: Fjällsäkerhetsrådets läromedel för åk 7-9. Stockholm
Open this publication in new window or tab >>Friluftsliv i fjällen: Fjällsäkerhetsrådets läromedel för åk 7-9
2017 (Swedish)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Stockholm: , 2017
National Category
Educational Sciences
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-26782 (URN)
Note

Utbildningsmaterial för skolan som har utvecklats i samarbete med Erik Backman från Högskolan i Dalarna som har lång erfarenhet av läromedelsutveckling inom idrottsämnet

Available from: 2017-12-14 Created: 2017-12-14 Last updated: 2017-12-14Bibliographically approved
Backman, E., Tidén, A., Pihl, L., Svanström, F. & Wiorek, D. (2017). Peer-assessment of technical and tactical skillsin invasion games - possibilities and limitations?. In: : . Paper presented at AIESEP International Conference,Gosier, Guadeloupe..
Open this publication in new window or tab >>Peer-assessment of technical and tactical skillsin invasion games - possibilities and limitations?
Show others...
2017 (English)Conference paper, Oral presentation only (Refereed)
Abstract [sv]

Inom idrottslärarutbildning har detutbildningsinnehåll som handlar om att utveckla studenters ämneskunskaper iidrott kraftigt reducerats under de senaste decennierna. Inte minst har den delav ämneskunskapen som handlar om studenters förmåga att delta i och undervisaom idrottsliga praktiker drabbats (Kirk 2010). När utrymmet för ett ämnesområdebegränsas aktualiseras frågor om innehåll och bedömning. Alltmedan de flestainom fältet är eniga om betydelsen för studenter att få erfarenheter av rörelseoch idrott under sin utbildning finns olika uppfattningar om huruvida man skabedöma studenters förmåga att praktiskt utöva idrott. Hur man förhåller sigdenna fråga har i hög grad visat sig vara kulturellt betingat (Backman &Pearson submitted, Herold & Waring 2009, Siedentop 2009, Tinning 2010). Isvensk idrottslärarutbildning har just den idrottsliga bedömningens vara ellerinte vara visat på en komplexitet och ambivalens (Backman & Pearson 2016).I en tid av alltmer begränsade resurser har problematiken delvis handlat omhuruvida man ska bedöma (och därigenom värdera) studentens förmåga att delta iidrott som ett mål i sig eller om man ska bedöma studentens förmåga attundervisa i och om idrott (Backman & Larsson 2016, Maivorsdotter et al2014). I de studier som belyst den idrottsliga färdighetens position ochbetydelse inom idrottslärarutbildning har studenters röst varit sparsamtförekommande. I denna studie vill vi därför, genom en implementering av eninternationellt etablerad modell för studentmedbedömning i bollspel (GamesPerformance Assessment Instrument, GPAI) (Oslin et al 1998) i kurser förblivande idrottslärare, ge röst åt studenters syn på studentbedömning avförmågan att spela bollspel. I studien har 140 studenter (N=140) pålärarprogrammet vid

Gymnastik- och idrottshögskolan i Stockholm deltagit. Studien är genomförd inom ramen för en ordinarie bollspelskurs om 3 hp som motsvarar 18 lektionstillfällen med 90 minuters undervisning vid varje tillfälle. Till detta lades två extra lektioner om 90 min för att genomföra studien/datainsamlingen. Studenterna har under och efter kursen bidragit till datainsamlingen i kursen genom ifyllande av etablerade bedömningsformulär där de analyserat varandras spelförmåga. Vidare har studenterna svarat på en utvärdering av hur GPAI implementerats i kursen med hjälp av ett enkätverktyg. Syftet med kursen som studenterna deltagit i är att studenterna ska utveckla sin spelförmåga, leda målspel i skolan samt didaktiska aspekter på målspel i skolan. Studien har omfattat studentmedbedömning i spelen handboll, basket och fotboll som inte enbart ska ses som en utbildning i dessa spel utan som representation för bollspel i allmänhet. Deltagarna i studien representerar alla studenter som hösten 2016 läste den beskrivna kursen. Alla studenter fick information om att deltagandet var frivilligt och att de kunde avbryta när som helst utan att det skulle på verka deras betyg eller vara negativt för dem på något annat sätt. Alla studenter ville vara med i studien. I vår preliminära analys har vi funnit att studenternas observationer av varandra visade på stor variation avseende spelförmåga. I utvärderingen av GPAI-projektet har studenterna uttryckt att de visserligen förstod syftet med GPAI-projektet, och att de förstod hur de skulle bidra till datainsamlingen genom att analysera varandras spelförmåga, men att de var tveksamma till relevansen av GPAI i en bedömningskontext i skolan. Resultaten kommer att analyseras vidare och diskuteras i relation till Shulmans begrepp ämneskunskap (Content Knowledge) och ämnesdidaktisk kunskap (Pedagogical Content Knowledge) samt i relation till teorier om bedömning. I en diskussion där perspektiven ofta begränsas till forskarens och/eller idrottslärarutbildarens kan studenter bidra med viktig kunskap om vad de ser som relevant kunskap för sin kommande yrkesroll.

 

Referenser

 

Backman, E & Pearson, P (submitted) Is movement knowledge common, specialized or pedagogic? Voices of teacher educators on assessment of movement and sport courses in the preparation of Australian HPE teachers. Physical Education and Sport Pedagogy

 

Backman, E & Pearson, P (2016) “We should assess the students in more authentic situations”. Swedish PE teacher educators’ views of the meaning of movement skills for future PE teachers. European Physical Education Review. 22(1), 47-64.

 

Backman, E & Larsson, H (2016) What should a Physical Education teacher know? An analysis of learning outcomes for future Physical Education teachers in Sweden. Physical Education and Sport Pedagogy. 21(2), 185-200.

 

Herold F and Waring M (2009) Pre-service physical education teachers’ perceptions of subject knowledge: Augmenting learning to teach. European Physical Education Review 15(3): 337–364.

 

Kirk D (2010) Physical Education Futures. Abingdon: Routledge.

 

Oslin, J.L., S.A. Mitchell, & L.L. Griffin. (1998). The Game Performance Assessment Instrument (GPAI): Development and preliminary validation. Journal of Teaching in Physical Education 17(2) p. 231–243.

 

Siedentop D (2009) Content Knowledge for Physical Education. In: Bailey R and Kirk D (eds) The Routledge Physical Education Reader. Abingdon: Routledge, pp. 243-253.

Tinning R (2010) Pedagogy and human movement: theory,practice, research. Abingdon: Routledge.

Keywords
physical education teacher education, assessment, invasion games
National Category
Educational Sciences
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-26778 (URN)
Conference
AIESEP International Conference,Gosier, Guadeloupe.
Available from: 2017-12-14 Created: 2017-12-14 Last updated: 2017-12-14Bibliographically approved
Backman, E., Nyberg, G. & Larsson, H. (2017). PETE students’ experiences of assessment of movement: A Shulmanian perspective. In: : . Paper presented at British Educational Research Association Conference, September 2017, Sussex, Brighton, England..
Open this publication in new window or tab >>PETE students’ experiences of assessment of movement: A Shulmanian perspective
2017 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

The general knowledge base of Health and Physical Education Teacher Education (HPETE) is growing stronger. As a part of that knowledge base there is an ongoing discussion of the meaning of HPETE students’ movement capabilities. Lee Shulman’s framework of Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) have been used by scholars to examine how students’ ability to move and their ability to teach are valued in HPETE. However, the students’ own voices about these issues have rarely been acknowledged. The aim with this paper is therefore to examine how HPETE students at one university in Sweden experience how movement knowledge in certain movement activities are valued in the assessment. Semi-structured interviews with two groups (3-4 students in each) with a total of seven students was performed at three different occasions focusing specifically on how aquatics, dance and skating was taught and assessed within the first semester of HPETE. Preliminary results of our first analysis of the students’ expressions of their education in aquatics show that the students experience qualitative dimension in the assessment of their performances in aquatics as well as a quantitative measurement. They also expressed a lack of teacher-led occasions for learning in and about aquatics before they assessed. Students were also uncertain of how their own practical performance was acknowledged in the assessment of aquatics in relation to their ability to observe and give feedback on their peers’ performance. The results will be analysed and discussed using Lee Shulman’s framework of CK and PCK. By extension, these results might contribute to the discussion of what forms of knowledge to prioritise in HPETE, and thereby also help develop HPE on a school level.

Keywords
physical education teacher education, assessment, content knowledge
National Category
Educational Sciences
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-26777 (URN)
Conference
British Educational Research Association Conference, September 2017, Sussex, Brighton, England.
Available from: 2017-12-14 Created: 2017-12-14 Last updated: 2017-12-14Bibliographically approved
Backman, E. (2017). Undervisning och bedömning i friluftsliv. In: : . Paper presented at Idrottslärare 2017. Nationell konferens för lärare i idrott och hälsa anordnad av Kompetensteamet, Stockholm.
Open this publication in new window or tab >>Undervisning och bedömning i friluftsliv
2017 (Swedish)Conference paper, Oral presentation only (Other (popular science, discussion, etc.))
Keywords
Friluftsliv, idrott och hälsa, skola
National Category
Educational Sciences
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-26781 (URN)
Conference
Idrottslärare 2017. Nationell konferens för lärare i idrott och hälsa anordnad av Kompetensteamet, Stockholm
Available from: 2017-12-14 Created: 2017-12-14 Last updated: 2017-12-14Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4660-717X

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