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Nyberg, G., Backman, E. & Larsson, H. (2019). Exploring the meaning of movement capability in physical education teacher education through student voices. European Physical Education Review, 1-15
Open this publication in new window or tab >>Exploring the meaning of movement capability in physical education teacher education through student voices
2019 (English)In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, p. 1-15Article in journal (Refereed) Epub ahead of print
Abstract [en]

Scholars argue that movement content knowledge in physical education teacher education (PETE) needs to be revisited and problematised. In this paper we develop the concept of movement capability representing a widened view of movement content knowledge. If teacher educators want to teach movement capability as an intrinsic educational goal in PETE there is an apparent need to consider what to teach, how it is taught and also how movement capability is understood by the learners. The aim of this paper is to analyse how PETE students experience the meaning of movement capability through the teaching in aquatics, dance and ice-skating. This study takes its departure from a number of previous empirical studies investigating the meaning of movement capability. Interviews with seven PETE students, divided into two focus groups, were conducted on three occasions. A phenomenographic analysis shows four qualitatively different ways of experiencing the meaning of movement capability. Major differences that can be seen when comparing the results of a previous study on physical education teachers and students in PETE are the aspect of subjective experiences and the aspect of the observer. In the main, the students do not seem to take into account an observer’s point of view to the same extent as the group of teachers. The results will hopefully contribute to a deeper and more complex understanding of what can be seen as movement capability in PETE and physical education, and thereby enhance development of the teaching and learning of this capability.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
Movement capability, knowing, movement, physical education, physical education teacher
National Category
Educational Sciences
Research subject
Education and Learning, (Hur uppfattar studenter) Rörelse som ämneskunskap inom idrottslärarutbildningen?
Identifiers
urn:nbn:se:du-29861 (URN)10.1177/1356336X19841086 (DOI)2-s2.0-8506407915 (Scopus ID)
Available from: 2019-04-08 Created: 2019-04-08 Last updated: 2019-04-23Bibliographically approved
Backman, E., Nyberg, G. & Larsson, H. (2019). Moving beyond rigid orthodoxies in the teaching and assessment of movement in Swedish physical education teacher education: A student perspective. European Physical Education Review, 1-17
Open this publication in new window or tab >>Moving beyond rigid orthodoxies in the teaching and assessment of movement in Swedish physical education teacher education: A student perspective
2019 (English)In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, p. 1-17Article in journal (Refereed) Epub ahead of print
Abstract [en]

The purpose of this paper is to analyse and discuss physical education teacher education (PETE) students’ conceptions of teaching and assessment of movement capability as a part of content knowledge in aquatics, dance and ice-skating at a university in Sweden. The theoretical perspective involves Shulman’s concept of content knowledge, the further elaboration of content knowledge into common content knowledge, and the theoretical perspective underpinning movement capability. The sample consists of two groups with a total of seven PETE students who volunteered to take part in group interviews. Semi-structured interviews with the two groups were conducted on three occasions. Findings display that the students’ conceptions of movement capability seem to be focused around performance of movements. Further, the participants felt the messages to be unclear in terms of what they are to know regarding movement capability before entering PETE. There was also a contradiction in that the PETE students felt it to be obvious that they would ‘know’ certain movements, and at the same time they requested clear and distinct criteria when it came to the performance of movements. This study shows that expectations in terms of PETEstudents’ levels of movement content knowledge need to be further investigated and discussed.

This study also highlights the importance of conceptualising what PETE students need to learn if they are to see the need to develop their movement capability on their own. Assessments of students’ reflections on what it means to master movements are discussed as an alternative to assessment of performance of movements.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
Common content knowledge, movement capability, physical education teacher education
National Category
Educational Sciences Health Sciences
Research subject
Education and Learning, (Hur uppfattar studenter) Rörelse som ämneskunskap inom idrottslärarutbildningen?
Identifiers
urn:nbn:se:du-29837 (URN)10.1177/1356336X19837287 (DOI)2-s2.0-85063352831 (Scopus ID)
Available from: 2019-04-03 Created: 2019-04-03 Last updated: 2019-04-08Bibliographically approved
Backman, E., Pearson, P. & Forrest, G. (2019). The value of movement content knowledge in the training of Australian PE teachers: perceptions of teacher educators. Curriculum Studies in Health and Physical Education, 10(2), 187-203
Open this publication in new window or tab >>The value of movement content knowledge in the training of Australian PE teachers: perceptions of teacher educators
2019 (English)In: Curriculum Studies in Health and Physical Education, ISSN 2574-2981, Vol. 10, no 2, p. 187-203Article in journal (Refereed) Published
Abstract [en]

The purpose of this paper is to describe, analyse and discuss the  statements made by Australian physical education teacher educators (PETE) in terms of how they perceive and value movement content knowledge (CK) in their assessment of  movement courses. Drawing on Shulman’s perspective of CK, this paper builds on qualitative analysis of in-depth interviews with nine teacher educators from a total of seven PETE universities in New South Wales as well as written unit outlines including  assignments from these PETE universities. The main results from the study show that among the participants, movement CK is conceptualised as physical movement performance. This conceptualisation limits the value placed on movement CK in the assessment of PETE students. Further, movement courses are  often assessed using written assignments rather than practice oriented  assignments. The findings have been analysed and  discussed in relation to Shulman-inspired concepts of CK and  pedagogical content knowledge (PCK), as well as in relation to  epistemological perspectives in PETE.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
Physical education teacher education; movement; content knowledge; pedagogical content knowledge; Australia
National Category
Sport and Fitness Sciences
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-29803 (URN)10.1080/25742981.2019.1596749 (DOI)2-s2.0-85066861703 (Scopus ID)
Available from: 2019-03-27 Created: 2019-03-27 Last updated: 2019-06-24Bibliographically approved
Backman, E., Nyberg, G., Tolgfors, B. & Quennerstedt, M. (2019). Transitions from Physical Education Teacher Education to teaching practices in Physical Education. In: : . Paper presented at AISEP International conference New York, 2019.
Open this publication in new window or tab >>Transitions from Physical Education Teacher Education to teaching practices in Physical Education
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Research display mixed results regarding the impact that teacher education have on teaching practices in schools. While some studies indicate weak influence of teacher education, others display that some content and perspectives in teacher education seem to find their expressions in school practice. Despite the lack of research about the impact of physical education teacher education (PETE), a few existing studies display the same twofold result as for teacher education in general. In this study, we have chosen a certain content, assessment of learning (AFL) in order to investigate the influence that PETE can have for newly qualified teachers (NQT) in physical education (PE). The aim of the project is twofold. Firstly, inspired by Bernstein’s theory of the pedagogic device, the aim is to investigate how AFL is constructed in university courses, re-contextualised in practicum courses, and realised in teaching practice in school PE. Secondly, and inspired by Ball’s theory of performativity, the aim is to analyse fabrications of AFL in the transitions from PETE to PE teaching practice. The design of the project is to follow a total of 10 PETE students recruited from two different PETE universities in Sweden to study how their understanding and teaching practice of AFL is transformed from PETE to PE. Empirical material will be gathered from recordings of seminars, observations for teaching, stimulated-recall-interviews, and participation in social media.

National Category
Health Sciences Educational Sciences
Research subject
Education and Learning, Övergången från idrottslärarutbildning till lärarpraktik
Identifiers
urn:nbn:se:du-29839 (URN)
Conference
AISEP International conference New York, 2019
Funder
Swedish Research Council
Available from: 2019-04-03 Created: 2019-04-03 Last updated: 2019-04-03Bibliographically approved
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
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4660-717X

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