In the context of education, reflection is often used as a part in teaching and learning process. But what is reflected upon and how can reflection be used as a tool for learning processes in for ...example physical education? The purpose of this study is to explore reflection as a method for learning on a PETE-program. More precisely the study explores reflective texts from thirteen male students participating in a friluftsliv`s course. The reflective texts have been written during two different mountaineer tours and analyzed through a hermeneutic text analysis. (Stensmo, 2002) In the analysis focus have been given to the student´s reflections about friluftsliv as a phenomena, didactic considerations and aspects of leadership. The study shows that the participants initially focused around supply and equipment as well as outdoor recreation, the value of leaving civilization and to have access to nature. But also thoughts about the education of friluftsliv in a school context came forward during the course. A progression and deepening of reflection emerges between the two mountaineer tours in the participants´ reflective texts suggesting the personal and educational development.
The value assigned to friluftsliv (activities similar to outdoor education) in physical education teacher education (PETE) and in the physical education (PE) syllabus in Sweden does not seem to ...result in the implementation of friluftsliv in the practice of teaching in Swedish schools. This study investigates how the identified values of friluftsliv, expressed in interviews with 17 PE teacher educators in Sweden, reflect struggles for legitimate and privileged knowledge in PETE. The exploration of friluftsliv within PETE reveals positions that appear to be an effect of the dominating logic of sport within Swedish PETE and the limited influence of the academic field. The educational consequences of the identified values are analysed and discussed from a socio-cultural perspective.
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BFBNIB, FSPLJ, NUK, PILJ, SAZU, UL, UM, UPUK
이 연구의 목적은 실행연구를 실천하고 있는 자기결정적 체육교사 학습공동체의 참여와 그 경험의 과정을 알아보고, 그들이 교사학습공동체에 대해 어떻게 생각하는지, 협력적 실행연구를 통해 나타나는 다양한 경험적 맥락들의 의미는 무엇인지에 대한 내적 과정을 탐색해보는 것이다. 연구 참여자는 목적적 표집에 따라 교사 연구자를 집중 표집 하였으며, 포커스 그룹 ...인터뷰, 웹기반 커뮤니티를 활용한 현장노트 등의 자료를 모으고 합의적 질적 분석 방법에 따라 자료 분석을 실시하였다. 연구 결과, 현장에서 이론과 실제의 차이를 극복하기 위해 구성원 간의 상호작용을 통한 수업운영 방법을 공유·실천하는 교사학습공동체의 모습을 살펴볼 수 있었다. 이와 아울러 교사 고립문화, 수업운영의 시각차 등과 같은 저항과 연구과정에 대한 학문적 어려움, 공동체내에서의 관계 갈등도 있었다. 그리고 협력적 실천을 통해 다양한 수업의 맥락에 유연하게 대처할 수 있도록 진화하는 협의체를 지향하고자 하였다.
The purpose of this study was to recognize the process of the experience and the participation in self-determinate PE teachers` professional learning community who carry out implementation research. This study was also to find out how they feel about professional learning community, and search the internal process about what the various empirical context which appears in collaboration implementation research means. Teachers as researchers were chosen for study participants by intensity sampling according to purposeful sampling. The data was gathered by focus group interview and field note using web based community and analyzed by consensual qualitative research (CQR). As a result of this study, we could observe the teachers` professional learning community share and put in practice the methods of class management through members` interactions to overcome the differences between the theory and the reality in the field. There were some resistance such as a culture of teacher isolation and difference in views about class management, academic hardships about the study process, and conflicts in community relations. They also tried to aim towards the evolving consultative group in order to be flexible in a diverse class context through collaborative practice.
이론적 지식을 많이 아는 것과 복잡하고 특수한 맥락에서 이루어지는 실제 수업을 잘 하는 것은 별개의 문제이다. 잘 가르치기 위해서는 실제 맥락에 대한 이해와 반성을 통해 이론적 지식을 실제에 적합하게 재구성하여 적용할 수 있는 실천적 지식이 요구된다. 이 연구는 예비 체육교사가 반성적 마이크로티칭 수업을 통해 형성한 실천적 지식과 그 교육적 의미를 ...탐색하였다. 실천적 지식의 개념과 국내·외 교과교육 분야에서 이루어진 실천적 지식의 연구들을 검토한 후, 체육교과의 실천적 지식을 ``체육 내용 지식``, ``체육 교수법 지식``, ``체육 환경 지식``, ``학생지식``의 네 가지 실천 영역과 ``실천에 관한 지식``, ``실천을 통한 지식``이라는 두 가지 수준으로 구분하였다. 이러한 기준틀을 토대로 예비 체육교사 3명이 반성적 마이크로티칭 수업 시연 과정에서 작성한 단원계획안, 교수-학습과정안과 실제 수업 시연을 3단계로 비교·분석하였으며 형성된 실천적 지식을 실천 영역과 수준으로 나누어 그 특징을 해석하였다. 예비 체육교사들은 국가 수준에서 제시한 체육교육의 목표와 방향을 교사 수준에서 재해석, 변경하기 보다는 교육과정에서 주어진 목표에 따라 학습 내용을 흥미 있고 효과적으로 가르치는데 더 많은 관심과 노력을 기울이고 있었다. 또한 교수-학습 과정안의 내용을 실제 수업 시연에서도 충실하게 실천하고 있지만 학습 목표의 달성 여부를 확인하는 지식, 평가와 학습 내용을 연결하는 지식, 학생의 수준을 파악하는 지식은 상대적으로 부족하였다. 하지만 예비 체육교사들의 교수법, 교육 환경에 관한 지식은 다른 지식에 비해 구체적이고 다양하게 표상되었으며 이론과는 무관하게 학습되는 실천적 지식의 영역이 발견되었다. 이를 바탕으로 향 후 예비 체육교사 교육에서 이론적 지식을 구체적으로 실천할 수 있는 실천 학습 프로그램과 이를 측정하기 위한 평가도구의 개발이 필요할 것이다.
Knowing the theoretical knowledge is one thing, teaching the class is another. ``Good`` teaching requires competence in understanding and reflecting within the teaching context, where a practical knowledge can be applied through the reconstruction of theoretical knowledge. The purpose of this study was to understand the formation of pre-service PE teacher`s practical knowledge through reflective micro-teaching. I inquired into the concepts of practical knowledge and analyzed journals on practical knowledge. In physical education, practical knowledge classifies into four categories; ``PE content knowledge``, ``PE pedagogical knowledge``, ``PE environment knowledge``, and ``Knowledge for students``. These then can be seen on two different levels; ``Practical knowledge-that(knowledge for practice)``, ``Practical knowledge-how(knowledge in practice)``. On the basis of this reference frame, I collected three pre-service PE teachers` teaching plans and materials, And observed their micro-teaching classes and analyzed practical knowledge learned. In observation, pre-service PE teachers tried to teach learning contents effectively with pleasure, so far from revising ``National Curriculum of physical Education``. They performed their teaching plans faithfully, but were lacking knowledge in; verifying goals of learning, linking learning contents to evaluation, and understanding students` level. But It was also discovered that they presented their pedagogical knowledge, environmental knowledge variously and could get practical knowledge learned extrinsically to the theoretical knowledge. In conclusion, There is a necessity to develop an action learning programs that can directly relate theoretical and practical knowledge and an assessment tools which can measure pre-service PE teacher` practical knowledge.
A Physical Education (PE) teacher’s work is both varied and shifting. The aim of this study is to describe and analyse PE teachers presentations of their practical work i. e. make the environments ...and experiences that generate the contents of the subject visible. The starting point for this paper is an examination of PE teachers´ customs and practices in school.
What is it that influences PE teaching of today? In today’s world the focus is on the body and physical activity, in school as well as in society. Today, the individual teacher and schools in Sweden have a large responsibility to interpret the government guidelines, and implement meaningful teaching. Teaching practices in the goal related school of today vary greatly from school to school. Every school writes, on the basis of the guidelines, their own local work plans for every subject. In the local syllabus for Physical Education and Health, the teacher must take into consideration the guidelines, the individual community’s school plan and the conditions existing at the school.
According to Engström, every child must have the right to be physically active and the right to participate in sports activities. Furthermore, he points out that because school reaches all children and teenagers, it is the most important environment for influencing physical activity (Engström 2004a). A message from the General Association of International Sports Federation president, Hein Verbruggen from the 2nd World Summit on Physical Education in Magglingen 2005, is that:
Physical Education is the most effective and reliable means to lay the foundations for an active, healthy and well-balanced lifestyle through the practice of sport and physical activity by today’s children and youth. (Verbruggen, 2005)
A PE teacher must conduct himself/herself according to the social situation he/she finds in his/her school and also in relation to the environment of the individual school. The school itself is an institution with both long history and strong traditions, which most likely influence the work in school.
Diss. (sammanfattning) Stockholm : Stockholms universitet, 2010.
At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: In press. Paper 2: ...Submitted.
The aim of the study is to investigate what happens when the experiences and conceptions of physical education (PE) student teachers encounter the value structures of a PE teacher education ...programme. The starting point for the study are the criticisms that the PE teacher education programme has inadequate links to science, that it finds it difficult to challenge traditional gender patterns, and that the students' experiences of their own sporting activities are more important than the education programme for what knowledge is considered valuable. The study has a cultural sociological and gender theoretical perspective. The analysis has been done with the help of Pierre Bourdieu's concepts as the tools of analysis. The empirical evidence has been collected with the help of several different methods. Quantitative data has been collected with the help of questionnaires which a total of 450 student teachers returned; qualitative data has been collected using: essays written by PE student teachers during their physical education specialisation and in-depth interviews with teacher educators. The results show that today's education is still characterised by many of the traditions, norms and values which historically have been its distinguishing features. The “rules of the game” are generally taken for granted and this is based on a shared conception in the value of the education. In the eyes of the students, the trademark of a good PE teacher is to be good at many different sports, have in-depth knowledge of human biology, and have the “right” personality. They are less interested in pedagogical issues and they would have preferred the whole course to have served them with ready-made solutions and answers. Even if gender and social issues have been part of the education, the gender habitus has changed very little during the programme. The way they see the subject is largely the same as it was before the course, but what appeared to them to be a ”pure” sports subject before the course started has afterwards become more a way of “attaining health through sport”. The study indicates that the dominating values within the PE teacher education seem to be in harmony with the students' habitus which make it difficult to challenge the ”order of things” and that changes will take time.
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