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PETE students’ experiences of assessment of movement: A Shulmanian perspective
Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Idrotts- och hälsovetenskap. (Utbildning och Lärande)ORCID-id: 0000-0002-4660-717X
Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Idrotts- och hälsovetenskap. (Utbildning och lärande)ORCID-id: 0000-0002-5656-6500
The Swedish School of Sport and Health Science.
2017 (engelsk)Konferansepaper, Oral presentation only (Fagfellevurdert)
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.

sted, utgiver, år, opplag, sider
2017.
Emneord [en]
physical education teacher education, assessment, content knowledge
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
URN: urn:nbn:se:du-26777OAI: oai:DiVA.org:du-26777DiVA, id: diva2:1165921
Konferanse
British Educational Research Association Conference, September 2017, Sussex, Brighton, England.
Tilgjengelig fra: 2017-12-14 Laget: 2017-12-14 Sist oppdatert: 2017-12-14bibliografisk kontrollert

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