![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Previous studies have found that student teachers value the practicum over other parts of physical education teacher education and that they experience a gap between theory and practice in their education. The purpose of this study was to provide more knowledge about the theory–practice relations in the context of the practicum of physical education teacher education. Data were generated through focus group interviews with physical education teacher education students (n = 37) from three different university colleges in Norway. The analysis and discussion of the data material were framed with the concept of practical synthesis (Grimen, 2008). The findings indicate that students experience theory and practice as fragmented, but that they have a differentiated understanding of what theory is. The analysis also suggests that, for the students, university tutors occupy a rather distant role in the practicum and that it is mostly left to the students to make connections between theory and practice.
References
Section:
|
Aristotle (1998) The Nicomachean Ethics. London: Penguine. Google Scholar | |
|
Ball, DL (2000) Bridging practices. Intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education 51, 241–247. Google Scholar | SAGE Journals | ISI | |
|
Belton, S, Woods, C, Dunning, C (2010) The evaluation of a cooperating physical education teacher programme (COPET). European Physical Education Review 16(2): 141–154. Google Scholar | SAGE Journals | ISI | |
|
Brantlinger, E, Jimenez, R, Klinger, J (2005) Qualitative studies in special education. Exceptional Children 71: 195–207. Google Scholar | SAGE Journals | ISI | |
|
Bourdieu, P (1990) The Scholastic Point of View. Cultural Anthropology 5: 380–391. Google Scholar | Crossref | |
|
Chambers, F, Armour, K (2012) School-university partnerships and physical education teacher education student learning: A fruitful division of labour? European Physical Education Review 18(2): 159–181. Google Scholar | SAGE Journals | ISI | |
|
Dewey, J (1933) How We Think. New York: Heath and Co. Google Scholar | |
|
Dowling, F (2006) Physical education teacher educators’ professional identities, continuing professional development and the issues of gender equalities. Physical Education and Sport Pedagogy 11(3): 247–263. Google Scholar | Crossref | |
|
Dunne, J (1993) Back to the Rough Ground. Practical Judgement and the Lure of Technique. Notre Dame, Indiana: University of Notre Dame Press. Google Scholar | |
|
Dunning, C, Meegan, S, Woods, C (2011) The impact of the COPET programme on student PE teachers’ teaching practice experiences. European Physical Education Review 17: 153–165. Google Scholar | SAGE Journals | ISI | |
|
Fangen, K (2009) Deltagende observasjon [Participant observation]. Oslo: Fagbokforlaget. Google Scholar | |
|
Grimen, H (2008) Profesjon og kunnskap [Profession and knowledge]. I: A. Molander og L.I., Terum (red.), Profesjonsstudier [Professional studies], 71–86. Oslo: Universitetsforlaget. Google Scholar | |
|
Hynes-Dusel, JM (1999) Cooperating teachers’ perceptions about the student teaching experience. Physical Educator 56(4): 186–196. Google Scholar | |
|
Jenkins, JM, Garn, A, Jenkins, P (2005) Preservice teacher observation in peer coaching. Journal of Teaching in Physical Education 24: 2–23. Google Scholar | Crossref | ISI | |
|
Kahan, D, Sinclair, C, Saucier, L (2003) Feedback profiles of cooperating teachers supervising the same student teacher, Physical Educator 60(4): 180–194. Google Scholar | |
|
Kirk, D (2010) Physical Education Futures. London: Routledge. Google Scholar | |
|
Kvale, S, Brinkman, S (2009) Det kvalitative forskningsintervju [The qualitative research interview]. Oslo: Gyldendal akademiske. Google Scholar | |
|
Kvernbekk, T (2012) Argumentation in theory and practice: Gap or equilibrium? Informal Logic 32(3): 288–305. Google Scholar | Crossref | ISI | |
|
Lamb, P, Lane, K, Aldous, D (2012) Enhancing the spaces of reflection: A buddy peer-review process within physical education initial teacher education. European Physical Education Review. Epub ahead of print 7 October 2012. DOI: 10.1177/1356336X12457293. Google Scholar | |
|
Larsson, L (2009) Idrott – och helst lite mer idrott. Idrottsãrarstudenters møte med utbildingen [Sport – and some more sport. PE teachers’ meeting with their education]. (Doctoral dissertation). Stockholm: Stockholm’s University. Google Scholar | |
|
MacQueen, K, McLellan, E, Kay, K (1998) Codebook development for team-based qualitative analysis. Cultural Anthropology Methods 10(2): 31–36. Google Scholar | |
|
Malterud, K (2012) Fokusgrupper som forskningsmetode for medisin og helsefag [Focus groups as research method for medicine and health sciences]. Oslo: Universitetsforlaget. Google Scholar | |
|
McNeill, MC, Fry, JM, Wright, SC (2012) ‘In the local context’: Singaporean challenges to teaching games on practicum. Sport, Education and Society 9(1): 3–32. Google Scholar | Crossref | ISI | |
|
Mordal Moen, KM (2011) ‘Shaking or stirring’? A case-study of physical education teacher education in Norway. (Doctoral thesis). Available at: http://brage.bibsys.no/nih/bitstream/URN:NBN:no-bibsys_brage_33417/1/Moen%202011.pdf (accessed 10 October 2012). Google Scholar | |
|
Mordal-Moen, K, Green, K (2012) Neither shaking nor stirring: a case study of reflexivity in Norwegian physical education teacher education. Sport, Education and Society 1–20. DOI: 10.1080/13573322.2012.670114. Google Scholar | |
|
Ovens, A (2004) Using peer coaching and action research to structure the practicum: An analysis of student teacher perceptions. Journal of Physical Education New Zealand 37: 45–60. Google Scholar | |
|
Patton, MQ (2002) Qualitative Research & Evaluation Methods. (3rd ed.) Thousand Oaks, CA: Sage Publications. Google Scholar | |
|
Sirna, K, Tinning, R, Rossi, T (2008) The social tasks of learning to become a physical education teacher: Considering the HPE subject department as a community of practice. Sport, Education and Society 13(3): 285–300. Google Scholar | Crossref | ISI | |
|
Smeby, J-C (2010) Studiekvalitet, praksiskvalitet og yrkesrelevans [Study quality, practicum quality and relevance for work]. In Haug, P (ed.) Kvalifisering til læraryrket [Qualification to the teacher profession]. Oslo: Abstrakt forlag, pp.98–117. Google Scholar | |
|
Spendlove, D, Howes, A, Wake, G 2010. Partners in pedagogy. European Journal of Teacher Education 33: 65–77. Google Scholar | Crossref | ISI | |
|
Terum, LI, Heggen, K (2010) Lærarkvalifisering og lærarkompetanse [Teacher qualification and teacher competency]. In Haug, P (ed.): Kvalifisering til læraryrket [Qualification to the teacher profession]. Oslo: Abstrakt forlag, pp.75–97. Google Scholar | |
|
Tjeerdsma, BL (1998) Cooperating teachers perceptions of and experiences in the student teaching practicum. Journal of Teaching in Physical Education 17: 214–230. Google Scholar | Crossref | ISI | |
|
Velija, P, Capel, S, Katene, W (2008) ‘Does knowing stuff like PSHE and citizenship make me a better teacher?': Student teachers in the teacher training figuration. European Physical Education Review 4: 389–406. Google Scholar | SAGE Journals | ISI | |
|
Utdannings- og forskningsdepartementet (2003a) Rammeplan for Faglærerutdanning i kroppsøving og idrettsfag [National curricula for physical education teacher education]. Oslo: Det kongelige utdannings- og forskningsdepartment. Google Scholar | |
|
Utdannings- og forskings departementet (2003b) Rammeplan for Praktisk-pedagogisk utdanning [National curricula for practical-pedagogical education]. Oslo: Det kongelige utdannings- og forskningsdepartment. Google Scholar | |
|
Utdannings- og forskningsdepartementet (2010) Nasjonale retningslinjer for grunnskolelærerutdanningen 1.-7. trinn [National guidelines for teacher education year 1–7] Available at: http://www.regjeringen.no/upload/KD/Rundskriv/2010/Retningslinjer_grunnskolelaererutdanningen_1_7_trinn.pdf (accessed 25 June 2013). Google Scholar |
