![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
The question of what knowledge a student of Physical Education (PE) needs to develop during PE teacher education (PETE) was recently discussed. One form of knowledge is the movement practices that students must meet during their education. Given the limited time, a delicate matter is whether to prioritize movement knowledge and consider it as subject matter knowledge (e.g. performance of the freestyle stroke) or as pedagogical content knowledge (e.g. teaching how to perform the freestyle stroke). The aim is to investigate Swedish PE teacher educators’ views on the meaning of movement skills for future PE teachers and to analyse the learning cultures made visible in the ways the meaning of movement is expressed. We conducted interviews with 12 teacher-educators and collected documents with tasks for assessment from five PETE universities in Sweden. Inspired by Bourdieu’s field metaphor, and particularly its use by Hodkinson et al. on learning cultures, we then analysed the collected material. In the results, different views on the meaning of movement skills are made visible. The PE teacher can be seen as an instructor, as well as a facilitator of movements. Movement skills can be seen as essential for a teacher in PE, as well as valuable but not essential. Movement quality can also be viewed as universal, as well as contextual. Swedish teacher educators in PE appear to ascribe value to all the positions made visible in this study. These results are discussed from the perspectives of epistemology, assessment and learning cultures.
References
Section:
|
Alvesson, M, Sköldberg, K (1994) Tolkning och Reflektion. Vetenskapsfilosofi och Kvalitativ Metod [Interpretation and Reflection. Philosophy of Science and Qualitative Method]. Lund: Studentlitteratur. Google Scholar | |
|
Backman, E (2008) What is valued in friluftsliv within PE teacher education? Swedish PE teacher educators’ thoughts about friluftsliv analysed through the perspective of Pierre Bourdieu. Sport, Education and Society 13(1): 61–76. Google Scholar | Crossref | ISI | |
|
Backman, E, Larsson, H (2014) What should a physical education teacher know? An analysis of learning outcomes for future physical education teachers in Sweden. Physical Education and Sport Pedagogy. DOI: 10.1080/17408989.2014.946007 Google Scholar | |
|
Bernstein, B (2000) Pedagogy, Symbolic Control and Identity. Theory, Research, Critique. Lanham: Rowman and Littlefield Publishers Inc. Google Scholar | |
|
Bourdieu, P, Wacquant, L (1992) An Invitation to Reflexive Sociology. Chicago: The University of Chicago Press. Google Scholar | |
|
Brown, D (2005) An economy of gendered practices? Learning to teach physical education from the perspective of Pierre Bourdieu’s embodied sociology. Sport, Education and Society 10(1): 3–23. Google Scholar | Crossref | ISI | |
|
Capel, S, Hayes, S, Katene, W. (2011) The interaction of factors which influence secondary student physical education teachers’ knowledge and development as teachers. European Physical Education Review 17(2): 183–201. Google Scholar | SAGE Journals | ISI | |
|
Chuanjun, H, Chunmei, Y (2011) Exploring authenticity of microteaching in pre-service teacher education programmes. Teaching Education 22(3): 291–302. Google Scholar | Crossref | |
|
Dewey, J, Bentley, AF (1949/1991) Knowing and the known. In: Boydston, JA (ed) The Later Works, 1925–1953, vol. 16: 1949–1952. Carbondale, IL: Southern Illinois University Press, pp. 1–294. Google Scholar | |
|
Dowling, F (2006) Physical education teacher educators’ professional identities, continuing professional development and the issue of gender equality. Physical Education and Sport Pedagogy 11(3): 247–263. Google Scholar | Crossref | |
|
Fenstermacher, GD (1994) The knower and the known. The nature of knowledge in research on teaching. Review of Research in Education 20(1): 3–56. Google Scholar | SAGE Journals | ISI | |
|
Fontana, A, Frey, JH (2003) The interview: From structured questions to negotiated text. In: Denzin, NK, Lincoln, YS (eds) Collecting and Interpreting Qualitative Materials. London: Sage Publications, pp. 61–106. Google Scholar | |
|
Forrest, GJ, Wright, J, Pearson, P (2012) How do you do what you do? Examining the development of quality teaching in using GCA in PETE teachers. Physical Education and Sport Pedagogy 17(2): 145–156. Google Scholar | Crossref | ISI | |
|
Garrett, R, Wrench, A (2012) ‘Society has taught us to judge’: Cultures of the body in teacher education. Asia-Pacific Journal of Teacher Education 40(2): 111–126. Google Scholar | Crossref | ISI | |
|
Heidorn, B (2014) Preparing the next generation of Physical Education teachers. Journal of Physical Education, Recreation and Dance 85(9): 6–9. Google Scholar | Crossref | |
|
Herold, F, Waring, M (2009) Pre-service physical education teachers’ perceptions of subject knowledge: Augmenting learning to teach. European Physical Education Review 15(3): 337–364. Google Scholar | SAGE Journals | ISI | |
|
Hodkinson, P, Biesta, G, James, D (2007) Understanding learning cultures. Educational Review 59(4): 415–427. Google Scholar | Crossref | ISI | |
|
Johnson, TG (2012) The significance of physical education content: ‘Sending the message’ in physical education teacher education. Quest 64(3):187–196. Google Scholar | Crossref | ISI | |
|
Johnson, TG (2013) The value of performance in physical education teacher education. Quest 65(4): 485–497. Google Scholar | Crossref | ISI | |
|
Kirk, D (2010) Physical Education Futures. Abingdon: Routledge. Google Scholar | |
|
Kirk, D, Macdonald, D (2001) The social construction of PETE in higher education: Toward a research agenda. Quest 53(4): 440–456. Google Scholar | Crossref | ISI | |
|
Larsson, H, Quennerstedt, M (2012) Understanding movement: A sociocultural approach to exploring moving humans. Quest 64(4): 283–298. Google Scholar | Crossref | ISI | |
|
Larsson, L (2009) Idrott och helst lite mer idrott [Sport and Preferably a Little More Sport]. PhD Thesis, Stockholm University, Sweden. Google Scholar | |
|
Light, R, Fawns, R (2003) Knowing the game: Integrating speech and action in games teaching through TGfU. Quest 55(2): 161–176. Google Scholar | Crossref | ISI | |
|
Lincoln, YS, Guba, E (2003) Paradigmatic controversies, contradictions, and emerging Confluences. In: Denzin, NK, Lincoln, YS (eds) The Landscape of Qualitative Research. London: Sage Publications, pp. 253–291. Google Scholar | |
|
MacDonald, D, Kirk, D, Braiuka, S (1999) The social construction of the physical activity field at the school/university interface. European Physical Education Review 5(1): 31–52. Google Scholar | SAGE Journals | |
|
Maivorsdotter, N, Lundvall, S, Quennerstedt, M (2014) Being a competent athlete or a competent teacher? Aesthetic experiences in physical education teacher education. European Physical Education Review 20(3): 407–422. Google Scholar | SAGE Journals | ISI | |
|
Mordal-Moen, K, Green, K (2014) Neither shaking nor stirring: A case study of reflexivity in Norwegian physical education teacher education. Sport, Education and Society 19(4): 415–434. Google Scholar | Crossref | ISI | |
|
Patton, MQ (2002) Qualitative Research and Evaluation Methods. London: Sage Publications. Google Scholar | |
|
Pulling, A, Allen, R (2014) Impact of a peer-tutoring course on skill performance, assessment and instruction. The Physical Educator 71(2): 344–362. Google Scholar | |
|
Ryle, G (1949) The Concept of Mind. London: Routledge. Google Scholar | |
|
Shaw, GF (2014) Introducing rubrics to physical education teacher candidates. Journal of Physical Education, Recreation and Dance 85(6): 31–37. Google Scholar | Crossref | |
|
Siedentop, D (2002) Content knowledge for physical education. Journal of Teaching in Physical Education 21(4): 368–377. Google Scholar | Crossref | ISI | |
|
Silverman, D (2003) Analyzing talk and text. In: Denzin, NK, Lincoln, YS (eds) Collecting and Interpreting Qualitative Materials. Thousand Oaks, CA: Sage, pp. 340–363. Google Scholar | |
|
Standal, ØF, Mordal-Moen, K, Moe, VF (2014) Theory and practice in the context of practicum: The perspectives of Norwegian physical education student teachers. European Physical Education Review 20(2): 165–178. Google Scholar | SAGE Journals | ISI | |
|
Sutherland, L, Markauskaite, L (2012) Examining the role of authenticity in supporting the development of professional identity: An example from teacher education. Higher Education 64(6): 747–766. Google Scholar | Crossref | ISI | |
|
Swedish National Agency of Education (SNAE) (2011) National curriculum for physical education and health. Available at: www.skolverket.se/polopoly_fs/1.174551!/Menu/article/attachment/Physical%20education%20and%20health.pdf (accessed 30 January 2015). Google Scholar | |
|
Swedish Research Council (SRC) (2015) Ethics. Available at: www.vr.se/inenglish/ethics.4.69f66a93108e85f68d48000116.html (accessed 23 April 2015). Google Scholar | |
|
Tinning, R (1992) Teacher education and the development of content knowledge for physical education teaching. In: Montero, L, Vez, JM (eds) Las didacticas especificas en la formacion del profesorado [Specific didactics in the formation of the professorate]. Santiago de Compostela: Tórculo, pp. 535–552. Google Scholar | |
|
Tinning, R (2006) Theoretical orientations in physical education teacher education. In: Kirk, D, Macdonald, D, O’Sullivan, M (eds) The Handbook of Physical Education. London: Sage Publications, pp. 369–386. Google Scholar | Crossref | |
|
Tinning, R (2010) Pedagogy and Human Movement: Theory, Practice, Research. Abingdon: Routledge. Google Scholar | |
|
Tinning, R (2013) Teacher education for health and physical education (HPE): Caught in a disjunctive position. In: East, M, May, S (eds) Making a Difference in Education and Social Policy. Auckland, New Zealand: Pearson Education, pp. 75–89. Google Scholar | |
|
Wright, LJM (2000) Practical knowledge, performance and physical education. Quest 52(3): 273–283. Google Scholar | Crossref | ISI |
