Dalarna University's logo and link to the university's website

du.sePublications
Change search
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
  • text
  • asciidoc
  • rtf
The ‘Dream Picture’ of Assessment for Learning is Hard to Realise in Practice
Dalarna University, School of Health and Welfare, Sport and Health Science. (Utbildning och Lärande)ORCID iD: 0000-0002-4660-717X
Dalarna University, School of Teacher Education, Educational Work. (Utbildning och Lärande)ORCID iD: 0000-0002-5656-6500
2021 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The purpose of this study is to explore the recontextualisation of Assessment for Learning (AfL) asa particular content area in the transition between a university course and a school placementcourse within Swedish physical education teacher education (PETE). By combining Basil Bernstein’spedagogic device and Stephen Ball’s performativity perspective, we alternately ask how AfL isconstructed as a pedagogic discourse and what AfL becomes in different contexts within PETE.Nine students attending a Swedish PETE programme participated in the study. The empiricalmaterial was collected through one seminar and two group interviews at the university, as well asthrough nine individual interviews based on lesson observations at different school placements.Our findings highlight five recontextualising rules, which indicate that: (1) the task of integratingassessment into teaching enables the use of AfL; (2) an exclusive focus on summative assessmentand grading constrains the use of AfL; (3) a lack of critical engagement with physical educationteaching traditions constrains the use of AfL; (4) knowing the pupils is crucial for the use of AfL; and(5) the framing of the school placements determines how AfL can be used. As a consequence ofthese rules, AfL was transformed into three different fabrications: (1) AfL as ideal teaching; (2) AfLas correction of shortcomings; and (3) AfL as ‘what works’. One conclusion from this study is thatincreased collaboration between teacher educators and cooperating teachers in schools can helpstrengthen PETE’s influence on school physical education.

Place, publisher, year, edition, pages
2021.
National Category
Pedagogy
Research subject
Education and Learning, Övergången från idrottslärarutbildning till lärarpraktik
Identifiers
URN: urn:nbn:se:du-38024OAI: oai:DiVA.org:du-38024DiVA, id: diva2:1591775
Conference
European Conference on Educational Research, Geneva 6-10 September 2021
Funder
Swedish Research Council, 2018-03626Available from: 2021-09-07 Created: 2021-09-07 Last updated: 2023-04-14Bibliographically approved

Open Access in DiVA

No full text in DiVA

Authority records

Backman, ErikNyberg, Gunn

Search in DiVA

By author/editor
Backman, ErikNyberg, Gunn
By organisation
Sport and Health ScienceEducational Work
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 164 hits
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
  • text
  • asciidoc
  • rtf