Exploring the meaning of movement capability in physical education teacher education through student voices

2019 ◽  
Vol 26 (1) ◽  
pp. 144-158 ◽  
Author(s):  
Gunn Nyberg ◽  
Erik Backman ◽  
Håkan Larsson
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Empirical Studies ◽  
Point Of View ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education

Scholars argue that movement content knowledge in physical education teacher education (PETE) needs to be revisited and problematised. In this paper we develop the concept of movement capability representing a widened view of movement content knowledge. If teacher educators want to teach movement capability as an intrinsic educational goal in PETE there is an apparent need to consider what to teach, how it is taught and also how movement capability is understood by the learners. The aim of this paper is to analyse how PETE students experience the meaning of movement capability through the teaching in aquatics, dance and ice-skating. This study takes its departure from a number of previous empirical studies investigating the meaning of movement capability. Interviews with seven PETE students, divided into two focus groups, were conducted on three occasions. A phenomenographic analysis shows four qualitatively different ways of experiencing the meaning of movement capability. Major differences that can be seen when comparing the results of a previous study on physical education teachers and students in PETE are the aspect of subjective experiences and the aspect of the observer. In the main, the students do not seem to take into account an observer’s point of view to the same extent as the group of teachers. The results will hopefully contribute to a deeper and more complex understanding of what can be seen as movement capability in PETE and physical education, and thereby enhance development of the teaching and learning of this capability.

scholarly journals Implementing Service-Learning Programs in Physical Education; Teacher Education as Teaching and Learning Models for All the Agents Involved: A Systematic Review

2021 ◽  
Vol 18 (2) ◽  
pp. 669
Author(s):  
Raquel Pérez-Ordás ◽  
Alberto Nuviala ◽  
Alberto Grao-Cruces ◽  
Antonio Fernández-Martínez
Keyword(s):  
Systematic Review ◽  
Teacher Education ◽  
Physical Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Impact

Service-learning (SL) is the subject of a growing number of studies and is becoming increasingly popular in physical education teacher education (PETE) programs. The objective of this study was to conduct a systematic review of the implementation of SL programs with PETE students. The databases used were Web of Science, SPORTDiscus (EBSCO), and SCOPUS. Articles were selected on the basis of the following criteria: (a) published in a peer-reviewed journal; (b) covers the use of SL programs with PETE students; (c) relates to physical education or physical activity programs; (d) availability of a full-text version in English and/or Spanish. Thirty-two articles met the inclusion criteria. Two types of findings were observed: firstly, findings relating to the study characteristics and objectives and, secondly, recommendations for improvement of this type of intervention. The objectives of the different studies focused on (a) the impact of the SL methodology on PETE students’ professional, social, and personal skills; (b) its impact on the community; (c) analysis of the effectiveness and quality of the programs. All but two studies analyzed the impact of SL on PETE, while only four analyzed community participants and only three analyzed the quality of the SL program. Recommendations for improving SL programs used with PETE students included: all stakeholders, e.g., students and community participants, should be studied and coordinated; the quality of the programs should be assessed, as studying the effectiveness of SL programs could help to attain the objectives of both students and the community; mixed methods should be used; and intervention implementation periods should be extended to provide more objective, controlled measurements.

scholarly journals Between ideal teaching and ‘what works’: The transmission and transformation of a content area from university to school placements within physical education teacher education

2020 ◽  
pp. 1356336X2094957
Author(s):  
Björn Tolgfors ◽  
Erik Backman ◽  
Gunn Nyberg ◽  
Mikael Quennerstedt
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Teacher Educators ◽  
Content Area ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Individual Interviews ◽  
What Works ◽  
Group Interviews

The purpose of this study is to explore the recontextualisation of Assessment for Learning (AfL) as a particular content area in the transition between a university course and a school placement course within Swedish physical education teacher education (PETE). By combining Basil Bernstein’s pedagogic device and Stephen Ball’s performativity perspective, we alternately ask how AfL is constructed 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 empirical material was collected through one seminar and two group interviews at the university, as well as through nine individual interviews based on lesson observations at different school placements. Our findings highlight five recontextualising rules, which indicate that: (1) the task of integrating assessment into teaching enables the use of AfL; (2) an exclusive focus on summative assessment and grading constrains the use of AfL; (3) a lack of critical engagement with physical education teaching 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 of these rules, AfL was transformed into three different fabrications: (1) AfL as ideal teaching; (2) AfL as correction of shortcomings; and (3) AfL as ‘what works’. One conclusion from this study is that increased collaboration between teacher educators and cooperating teachers in schools can help strengthen PETE’s influence on school physical education.

Moving beyond rigid orthodoxies in the teaching and assessment of movement in Swedish physical education teacher education: A student perspective

2019 ◽  
Vol 26 (1) ◽  
pp. 111-127 ◽  
Author(s):  
Erik Backman ◽  
Gunn Nyberg ◽  
Håkan Larsson
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Content Knowledge ◽  
Theoretical Perspective ◽  
Student Perspective ◽  
Physical Education Teacher ◽  
Structured Interviews ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Group Interviews

The purpose of this paper is to analyse and discuss physical education teacher education (PETE) students’ conceptions of teaching and assessment of movement capability as a part of content knowledge in aquatics, dance and ice-skating at a university in Sweden. The theoretical perspective involves Shulman’s concept of content knowledge, the further elaboration of content knowledge into common content knowledge, and the theoretical perspective underpinning movement capability. The sample consists of two groups with a total of seven PETE students who volunteered to take part in group interviews. Semi-structured interviews with the two groups were conducted on three occasions. Findings display that the students’ conceptions of movement capability seem to be focused around performance of movements. Further, the participants felt the messages to be unclear in terms of what they are to know regarding movement capability before entering PETE. There was also a contradiction in that the PETE students felt it to be obvious that they would ‘know’ certain movements, and at the same time they requested clear and distinct criteria when it came to the performance of movements. This study shows that expectations in terms of PETE students’ levels of movement content knowledge need to be further investigated and discussed. This study also highlights the importance of conceptualising what PETE students need to learn if they are to see the need to develop their movement capability on their own. Assessments of students’ reflections on what it means to master movements are discussed as an alternative to assessment of performance of movements.

The (im)possibilities of praxis in online health and physical education teacher education

2021 ◽  
pp. 1356336X2110164
Author(s):  
Carla Luguetti ◽  
Eimear Enright ◽  
Jack Hynes ◽  
Jeffrey Anthony Bishara
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Lead Author ◽  
Physical Education Teacher ◽  
Health And Physical Education ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Critical Friend

Over the past three decades, a body of research has highlighted the benefits and challenges of what might collectively be referred to as critical pedagogical approaches to Health and Physical Education Teacher Education (HPETE). This research shows that praxis facilitated through critical pedagogies can challenge dominant accountability regimes in HPETE, by animating the discourse of democracy and interrogating and denaturalizing the conditions of oppression. The aim of this study was to explore the (im)possibilities of praxis when the lead author attempted to transition to online teaching. Theoretically, we are guided by the work of bell hooks, and specifically her ‘engaged pedagogy’. Participatory action research framed this study. Participants included the lead author (a teacher educator), a critical friend, and two additional teacher educators. Data collected included: (a) lead researcher observations; (b) collaborative group meetings between the lead author and the two other teacher educators; (c) meetings between the lead author and the critical friend; (d) teacher educator focus group; and (e) artefacts. Findings are discussed under two themes. First, building relationships as a foundation to cultivating a learning community; this theme relates to the challenges and facilitators to getting to know our ‘faceless students’ and building an interactive relationship with them in an online environment. The second theme constructed from the data was commitment to a process of self-actualization that promotes teachers’ and students’ wellbeing; under this theme we describe and interrogate how mutual participation, vulnerability and risk taking were cultivated in challenging university and pedagogical contexts.

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