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Continuing the Conversation with Ward et al. (2022): Some Thoughts on Different Approaches to Epistemologically Grounded Questions
Dalarna University, School of Health and Welfare, Sport and Health Science.ORCID iD: 0000-0002-4660-717X
School of Health and Medical Sciences, Universitetsgatan, Örebro Universitet - Campus USÖ, Örebro, Sweden.ORCID iD: 0000-0003-4162-9844
2022 (English)In: Quest (National Association for Physical Education in Higher Education), ISSN 0033-6297, E-ISSN 1543-2750, Vol. 74, no 4, p. 335-338Article in journal (Refereed) Published
Abstract [en]

This paper is a comment to Ward et al. (2020) on the irresponse to a previous paper in which we elaborate on a phronetic perspective on pedagogical content knowledge (PCK) in physical education. In our previous paper, we point to what we see as limitations in PCK-work in physical education. In their response, Ward et al. (2022) argue that we have misrepresented their research as well as the behaviorist epistemology. In this comment, we acknowledge distinctions in PCK-research that were not captured in our original paper. We also argue for why our understanding of the PCK-research was based on interpretations rather than a case of misrepresentation. Further, we argue for the constant acknowledgment of ideology in research. Finally, we discuss the need for clarity regarding the meaning of perfor-mance when viewed as content knowledge.

Place, publisher, year, edition, pages
2022. Vol. 74, no 4, p. 335-338
Keywords [en]
Physical education; pedagogical content knowledge; epistemology; misrepresentation; ideology; performance
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:du-45642DOI: 10.1080/00336297.2022.2058566OAI: oai:DiVA.org:du-45642DiVA, id: diva2:1743020
Available from: 2023-03-13 Created: 2023-03-13 Last updated: 2023-03-13Bibliographically approved

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Backman, Erik

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CiteExportLink to record
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  • apa
  • ieee
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