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PETE students’ experiences of assessment of movement: A Shulmanian perspective
Dalarna University, School of Education, Health and Social Studies, Sport and Health Science. (Utbildning och Lärande)ORCID iD: 0000-0002-4660-717X
Dalarna University, School of Education, Health and Social Studies, Sport and Health Science. (Utbildning och lärande)ORCID iD: 0000-0002-5656-6500
The Swedish School of Sport and Health Science.
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.

Place, publisher, year, edition, pages
2017.
Keyword [en]
physical education teacher education, assessment, content knowledge
National Category
Educational Sciences
Research subject
Education and Learning
Identifiers
URN: urn:nbn:se:du-26777OAI: oai:DiVA.org:du-26777DiVA: diva2:1165921
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

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Authority records BETA

Backman, ErikNyberg, Gunn

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
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  • asciidoc
  • rtf