Transitions from physical education teacher education to teaching practices in physical education

Description

Research display mixed results regarding the impact that teacher education have on teaching practices in schools. While some studies indicate weak influence of teacher education, others display that some content and perspectives in teacher education seem to find their expressions in school practice. Despite the lack of research about the impact of physical education teacher education (PETE), a few existing studies display the same twofold result as for teacher education in general. In this study, we have chosen a certain content, assessment of learning (AFL) in order to investigate the influence that PETE can have for newly qualified teachers (NQT) in physical education (PE).

The aim of the project is twofold. Firstly, inspired by Bernstein’s theory of the pedagogic device, the aim is to investigate how AFL is constructed in university courses, re-contextualised in practicum courses, and realised in teaching practice in school PE. Secondly, and inspired by Ball’s theory of performativity, the aim is to analyse fabrications of AFL in the transitions from PETE to PE teaching practice. The design of the project is to follow a total of 10 PETE students recruited from two different PETE universities in Sweden to study how their understanding and teaching practice of AFL is transformed from PETE to PE. Empirical material will be gathered from recordings of seminars, observations for teaching, stimulated-recall-interviews, and participation in social media.

Financiers

• The Swedish Research Council for Sport Science

Selected publications

1. Backman, E., Quennerstedt, M., Tolgfors, B., & Nyberg, G. (2023). Peer assessment in physical education teacher education – a complex process making social and physical capital visible. Curriculum Studies in Health and Physical Education, 15(3), 274–288. https://doi.org/10.1080/25742981.2023.2256327
2. Backman, E., Tolgfors, B., Nyberg, G., & Quennerstedt, M. (2021). How does physical education teacher education matter? A methodological approach to understanding transitions from PETE to school physical education. Physical Education and Sport Pedagogy, 28(4), 411–424. https://doi.org/10.1080/17408989.2021.1990248
3. Johansson, E. (2023). An Analytical Toolbox for Research on Reflection. Quest, 75(4), 237–252. https://doi.org/10.1080/00336297.2022.2158890
4. Johansson, E. (2024). Supervisors’ guidance of PETE students’ reflections at practicum: creating conditions for different learning journeys. Reflective Practice, 25(3), 441–454. https://doi.org/10.1080/14623943.2024.2321508
5. Tolgfors, B. (2024). Sara’s story: a narrative inquiry into the third space of physical education teacher education and school PE. Sport, Education and Society, 1–15. https://doi.org/10.1080/13573322.2024.2440888
6. Tolgfors, B., Quennerstedt, M., Backman, E., & Nyberg, G. (2023). A PE teacher’s tale: journeying from teacher education to teaching practice in physical education. Sport, Education and Society, 30(1), 29–41. https://doi.org/10.1080/13573322.2023.2281389
7. Tolgfors, B., Backman, E., Nyberg, G., & Quennerstedt, M. (2022). Exploring Movement Composition in the transition from physical education teacher education to school PE. Physical Education and Sport Pedagogy, 29(6), 670–684. https://doi.org/10.1080/17408989.2022.2153818
8. Tolgfors, B., Quennerstedt, M., Backman, E., & Nyberg, G. (2021). Enacting assessment for learning in the induction phase of physical education teaching. European Physical Education Review, 28(2), 534-551. https://doi.org/10.1177/1356336X211056208
9. Tolgfors, B., Backman, E., Nyberg, G., & Quennerstedt, M. (2020). Between ideal teaching and ‘what works’: The transmission and transformation of a content area from university to school placements within physical education teacher education. European Physical Education Review, 27(2), 312-327. https://doi.org/10.1177/1356336X20949575