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What should a physical education teacher know?: An analysis of learning outcomes for future physical education teachers in Sweden
Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Idrotts- och hälsovetenskap. Gymnastik- och idrottshögskolan. (Utbildning och Lärande)ORCID-id: 0000-0002-4660-717X
Gymnastik- och idrotthögskolan, Stockholm.ORCID-id: 0000-0002-0638-7176
2016 (engelsk)Inngår i: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 21, nr 2, s. 185-200Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Research indicates that Physical Education Teacher Education (PETE) has only limited impact on how physical education (PE) is taught in schools. This paper offers possible explanations for the difficulties of influencing subject traditions in PE through analysing PETE curriculum documents. The purpose is show how knowledge is expressed through learning outcomes in local curriculum documents at six PETE institutions in Sweden. Inspired by Fenstermacher’s ideas about teacher knowledge, our ambition is to discuss the potential educational consequences of the epistemological assumptions underlying specific learning outcomes. From the total number of 224 learning outcomes described in the curriculum documents, different types of knowledge were identified and clustered together into the following themes: Teaching PE, Interpreting curriculum documents, Physical movement skills, Science, Social health, Pedagogy, Critical inquiry, and Research methods. In most of the identified themes, learning outcomes are formulated with an integrated perspective on so called performance knowledge and propositional knowledge. However, particularly in the themes Science and Physical movement skills, two very influential themes, the concept of knowledge is limited and unilateral in relation to ideas of different forms of teacher knowledge. Drawing on the work of Tinning, we offer an explanation as to how teacher knowledge in the themes Science and Physical movement skills, emanating from behaviouristic and craft knowledge orientations, is formulated.

sted, utgiver, år, opplag, sider
2016. Vol. 21, nr 2, s. 185-200
Emneord [en]
Physical education teacher education, Curriculum documents, Learning outcomes, Propositional knowledge, Performance knowledge, Epistemology.
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
URN: urn:nbn:se:du-16694DOI: 10.1080/17408989.2014.946007OAI: oai:DiVA.org:du-16694DiVA, id: diva2:781419
Tilgjengelig fra: 2012-11-30 Laget: 2015-01-16 Sist oppdatert: 2020-01-22bibliografisk kontrollert

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