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How does physical education teacher education matter?: A methodological approach to understanding transitions from PETE to school physical education
Dalarna University, School of Health and Welfare, Sport and Health Science.ORCID iD: 0000-0002-4660-717X
School of Health Sciences, Örebro University, Örebro.ORCID iD: 0000-0002-1773-7792
Dalarna University, School of Teacher Education, Educational Work.ORCID iD: 0000-0002-5656-6500
School of Health Sciences, Örebro University, Örebro.ORCID iD: 0000-0001-8748-8843
2021 (English)In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 235, article id 121332Article in journal (Refereed) Published
Abstract [en]

In this paper, we will address the question of how physical education teacher education (PETE) matters and suggest one way to explore the potential impact of PETE. A distinguishing feature of the studies of PETE's impact on physical education is that they either include perspectives from preservice teachers involved in PETE courses or perspectives from physical education teachers in schools looking back at their education. Longitudinal attempts to follow preservice teachers’ journey from education to workplace, in order to grasp how they perceive the relation between teacher education and teaching practice in schools, and the transition between these contexts, are few and far between. This gap of knowledge is a missing piece of the puzzle to further develop PETE, and to inform life-long professional development for teachers. The purpose of this paper is twofold. First, we develop and present a methodological approach for investigating the transition of content areas from courses in PETE into teaching practice in school physical education. Second, we will illustrate the potential utility of this methodological approach in longitudinal studies by showing how one particular content area, Assessment for Learning (AfL), was investigated through the use of methods and theories described in the first part of this paper. The suggested longitudinal approach involves Stimulated Recall (SR) interviews with pre- and postservice teachers, observations and communication with groups of students and teachers through social media. The construction, recontextualisation and realisation of pedagogic discourses regarding content areas are suggested to be analysed through a combination of Bernstein's concept of the pedagogic device and Ball's concept of fabrication. The longitudinal design and the suggested methodology can provide answers to how content areas are transformed in and between PETE and school physical education. A combination of the theoretical perspectives of Bernstein and Ball enables us to say something not only about how pedagogic discourses regarding content areas are constructed, recontextualised and realised in PETE and school physical education, but also about what content areas become in terms of fabrications in the transition between these contexts. To conclude, we argue that the methodological research design can be used to explore different content areas in PETE and that this methodology can contribute to knowledge about how PETE matters for school physical education.

Place, publisher, year, edition, pages
2021. Vol. 235, article id 121332
National Category
Educational Sciences
Research subject
Education and Learning, Övergången från idrottslärarutbildning till lärarpraktik
Identifiers
URN: urn:nbn:se:du-38661DOI: 10.1080/17408989.2021.1990248ISI: 000711281800001Scopus ID: 2-s2.0-85118272819OAI: oai:DiVA.org:du-38661DiVA, id: diva2:1606283
Funder
Swedish Research CouncilSwedish National Centre for Research in SportsAvailable from: 2021-10-27 Created: 2021-10-27 Last updated: 2023-04-14Bibliographically approved

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Backman et al 2021(1723 kB)249 downloads
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Backman, ErikNyberg, Gunn

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CiteExportLink to record
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Citation style
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