Between Ideal Teaching and 'What Works': The Transmission and Transformation of a Content Area from University to School Placements within Physical Education Teacher Education

Autor/inn/en	Tolgfors, Björn; Backman, Erik; Nyberg, Gunn; Quennerstedt, Mikael
Titel	Between Ideal Teaching and 'What Works': The Transmission and Transformation of a Content Area from University to School Placements within Physical Education Teacher Education
Quelle	In: European Physical Education Review, 27 (2021) 2, S.312-327 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tolgfors, Björn) ORCID (Backman, Erik)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X20949575
Schlagwörter	Physical Education; Physical Education Teachers; Teacher Education Programs; Student Placement; Seminars; Student Attitudes; Observation; Student Teaching; Student Evaluation; Summative Evaluation; Teaching Methods; Cooperating Teachers; Teacher Educators; Teacher Collaboration; College Faculty; College School Cooperation; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Schülerpraktikum; Seminar; Schülerverhalten; Beobachtung; Teaching practice; Unterrichtspraxis; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Co-operation; Cooperation; Kooperation; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerkooperation; Fakultät; Ausland; Schweden
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01