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Moving beyond rigid orthodoxies in the teaching and assessment of movement in Swedish physical education teacher education: A student 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
Gymnastik- och idrottshögskolan GIH Stockholm.
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. p. 1-17
Keywords [en]
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: urn:nbn:se:du-29837DOI: 10.1177/1356336X19837287Scopus ID: 2-s2.0-85063352831OAI: oai:DiVA.org:du-29837DiVA, id: diva2:1301800
Available from: 2019-04-03 Created: 2019-04-03 Last updated: 2019-04-08Bibliographically approved

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Backman, ErikNyberg, Gunn

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