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Artikkelen rapporterer fra en oversiktsstudie av empirisk forskning på skolefaget kroppsøving i perioden 2010–2019. Hovedmålet er å kartlegge hvilke tema forskningen har belyst, samt om – og eventuelt hvordan – forskningstemaene er innrettet mot anvendelse i kroppsøving i grunnopplæringen. Analyse av 116 publikasjoner avdekket fire grupper av forskningstema: læring i faget, undervisning i faget, forskning om faget og andre forskningstema med relevans for kroppsøving. Studiene innenfor de tre første gruppene undersøker tema med innretning mot anvendelse i kroppsøving. Forskning på læring i faget har undersøkt læringsprosesser, motivasjonsforhold og fysisk utvikling, og teoretiske perspektiv innen psykologi og fysiologi dominerer. Forskning på undervisning i faget og om faget er tydelig innrettet mot anvendelse i praksisfeltet, og er oftest studert fra utdanningsvitenskapelige perspektiv. Studier innen andre forskningstema med relevans for kroppsøving undersøker andre samfunnsfenomen enn kroppsøvingsfaglige, og har svak innretning mot skolefaglig anvendelse. Oversiktsstudien viser at forskningen oftest er gjennomført med klare skiller mellom forskere og aktører i praksisfeltet. En overvekt av studiene har hentet data fra de øverste trinnene i grunnopplæringen, mens barnetrinnet i mindre grad er studert. Basert på resultatene anbefaler vi å stimulere til praksisorientert forskning i samspill med praksisfeltet, samt økt bevissthet om å inkludere forskningstema ut fra kunnskapsbehov på barnetrinnet. This article reports from a systematic mapping review of empirical research on the Norwegian school subject of physical education (PE) in the period 2010–2019. The aim is to provide an overview over what themes the research has investigated, and if – and possibly how – the research themes are aimed at application to curriculum-specific PE in basic education. Analysis of 116 publications, four categories of research themes were identified: learning in PE, teaching in PE, research about the school subject of PE, and other research themes relevant to PE. The studies within the first three categories investigate themes aimed at application to curricular PE. Studies focusing on learning in PE have investigated learning processes, motivational issues and physical development issues. Theoretical perspectives from psychology or physiology are most common in these studies. Research on teaching in PE and about the school subject of PE is based on theoretical perspectives from educational science. Other research areas relevant to PE comprises studies where general phenomena are investigated in a PE-context, and to a lesser extent focus on application to subject-specific school practices. Publications included in this review, commonly report from studies that are carried out with clear divisions between researchers and field actors. Most of the studies have obtained data from secondary school. Based on the results of the review, we recommend stimulating practice-oriented research in collaboration with field actors, as well as greater awareness of including research on primary school PE.

Background: A focus on equity, democracy and social justice in HPE is pertinent in an era where there are growing concerns about the impact of neoliberal globalisation and precariousness of society...

For more than 40 years, health and physical education (HPE) academics in universities and teacher education colleges have drawn attention to issues of social justice specific to the context of PE and advocated for teachers in fields, gymnasiums and other physical activity spaces to do a better job of promoting more equitable outcomes for all students. Building on this advocacy, in the late 1990s, countries such as Sweden, Norway and New Zealand designed HPE curricula that address social justice. However, limited research has focused specifically on the enactment of social justice in HPE practice. Drawing on a larger international project involving Sweden, Norway and New Zealand the aim of this article is therefore to explore the constitution of social justice pedagogies across these three different HPE contexts and more specifically how HPE teaching practice may be understood from regulative, normative and cultural perspectives on social justice. The data reported on in this paper were generated from educational acts, curriculum documents, observations of HPE lessons in each of the three countries and follow-up teacher interviews. In order to analyse the data, we employed Scott's (2008. Institutions and organizations: Ideas and interests (3rd ed). Sage) institutional theory to further understand and discuss the enactment of social justice across the three different countries in HPE practice. In our representation and analysis of the findings we draw attention to how social justice pedagogies are informed differently by institutionalised governing systems and therefore they may be enacted differently by teachers in different societies. In particular, we highlight the influence of (i) regulative; (ii) normative; (iii) cultural-cognitive elements on practice. We conclude by pointing out the complex interplay between regulative, normative and cultural-cognitive elements that both enable and constrain HPE teachers' enactments of social justice in HPE practice.

Although reflection has a key position in the development of teachers’ pedagogical practices, few studies have investigated the development of physical education teachers’ reflections over time. Against this backdrop, this study seeks to answer the following research question: ‘How does a one-year participatory action research project using Cooperative Learning as a pedagogical intervention influence PE teachers’ reflections about teaching and learning?’ The first author, Lars, assumed the role of researcher-facilitator, supporting the teachers’ pedagogical development while simultaneously collecting data relevant to the research question. Interviews, observation notes and the researcher’s reflective diary were analysed using an abductive approach. The study concludes that the interplay between (a) new theoretical perspectives, (b) the establishment of a collectively reflective community and (c) the prolonged project duration eventually enabled the teachers to critically reflect upon their previous practices. At the same time, their journeys over the course of the project consisted of ups and downs and can be understood through three critical cycles: ‘establishing systematic, collective and cyclical processes’, ‘new spaces of experience’ and ‘the tipping point’. Drawing upon our findings, we discuss various ideas for future educational action research projects aimed at challenging traditional practices within and beyond the PE context.

In this paper, we describe and reflect on the Critical Incident Technique (CIT) methodology used to explore how secondary school health and physical education (HPE) teachers address social justice in their teaching practice. The paper is informed by data generated as part of an ongoing three-year international research project involving eight physical education teacher education (PETE) researchers from three different countries. One of the general aims of the project was to develop teaching strategies to assist HPE teachers to refine and develop their practices so that they may become more inclusive and engaging for all students, thus helping contribute to more equitable educational outcomes. The specific aim of this paper is twofold: to describe the methodological framework of the research project and, secondly, to reflect on the challenges encountered in the research process along with the limitations and further potential of this research approach. We argue that the use of CIT methodology has allowed us to document rich descriptions of examples of teaching for social justice and to identify teacher practices that resonate with critical perspectives, or what we have come to call ‘social justice pedagogies’. We conclude by asserting that our use of CIT methodology in this project serves as a political quest to reaffirm the social justice agenda in HPE practice through providing teachers with examples of social justice pedagogies. It is not an attempt to espouse a one-size-fits-all social justice model for HPE since social justice teaching strategies are enabled and constrained by the contexts in which they are practised.

In a world of increasing diversity in which many established democracies are now consumed by capitalist individualism and protectionist ideals, a focus on equity and social justice is particularly pertinent. For many years, scholars have proposed that schools have the educational responsibility to prepare children for peaceful living in a heterogeneous society and claimed that health and physical education (HPE) activities at school can enhance interpersonal relations, and social cohesion. This paper explores the definition of social cohesion, as well as theories that support its inclusion in school practices before drawing on observational and interview data from of an international project that reveal how HPE teachers across three different countries teach for social cohesion. In our analysis of the data, we employ Allport’s ‘Contact Theory’ (1954) and Pettigrew’s (1998) extension of this theory to conceptualise and interpret the teaching for social cohesion in HPE practice. Within the overarching theme of teaching for social cohesion we present and discuss five sub-themes as examples of the teachers’ pedagogies: (1) a focus on inclusiveness; (2) the inclusion of culturally inclusive practices; (3) building teacher/student and student/student relationships; (4) planning and structuring activities for students to work together in heterogeneous teams while focusing on cooperation; and (5) focusing on personal and social responsibility by encouraging adherence to the principles of fair play and democratically determined rules. We conclude by stating that HPE should be recognised for its role in creating opportunities for constructive social interaction between students of difference, which can contribute to greater inclusion, social cohesion and ultimately social justice in society.

Forskning har vist at kroppsøvingsfaget favoriserer enkelte elevgrupper og marginaliserer andre (se f. eks. Dowling, 2016; Fitzpatrick, 2013; Gerdin et al., 2019; Öhman, Almqvist & Meckbach, 2014). Denne artikkelen baserer seg på data fra et internasjonalt forskningssamarbeid mellom forskere fra New Zealand, Sverige og Norge; EDUHEALTH. Prosjektet har som mål, gjennom et «bottom-up» perspektiv, å studere de presumptivt gode eksemplene på kroppsøvingslærere som jobber sosialt inkluderende i faget. Dette er lærere som anerkjenner sosiale bakgrunnsvariabler og sosial ulikhet, og som tar høyde for dette i sin undervisning for å skape inkludering snarere enn utenforskap. Denne artikkelen bygger på observasjon (Critical Incident Technique) og intervju (Stimulated-Recall Interview) med én kroppsøvingslærer i New Zealand. Vi har benyttet Bronfenbrenners utviklingsøkologiske modell som analytisk rammeverk. Våre analyser viser at lærerens inkluderende handlingsvalg i undervisningen springer ut fra faglige refleksjoner basert på kunnskap om elevene i skjæringspunktet mellom individ og samfunn. Våre funn viser med andre ord at inkluderende undervisning er både en praksis og en prosess som krever refleksjon på mikro-, meso-, ekso- og makronivå.

This article explores the relationship between physical education as a school subject, and physical activity health initiatives in schools. Drawing on curriculum theory and discourse theory we stud...

We currently find ourselves living in precarious times (Kirk, 2020), with old and new social inequities on the rise due to the challenges associated with an unprecedented rise of global migration and neoliberalism, amplified in our post COVID-19 world. Wilkinson and Pickett (2010) have demonstrated that there is a high correlation between inequality at the societal level and the overall health and wellbeing of individuals within those societies. We believe that school health and physical education (HPE) has a significant role to play in addressing and acting on social inequities that impact on the wellbeing of both students and society as a whole. Based on the findings of an international research project called EDUHEALTH which explored pedagogies for social justice in school health and physical education (HPE) across Sweden, Norway and New Zealand, this paper aims to highlight the addressing of (in)equality and student wellbeing through HPE practice. In particular, the paper presents nine different but complementary pedagogies for social justice that we believe can improve individual, collective and societal wellbeing. We conclude by proposing that, if adopted across a whole school curriculum, these nine pedagogies for social justice could form the basis of a holistic school-wide community approach aimed at improving both student and societal wellbeing.

The paper explores the concept of social justice in Health and Physical Education (HPE) as constituted and addressed across three different countries – Sweden, Norway and New Zealand – and how HPE teaching practices for social justice may be understood from regulative, normative and cultural/cognitive perspectives. Although much has been written about social justice in the field of HPE over the last three decades, there is little research that has examined how teachers operationalise teaching for social justice. Drawing on the experiences and insights gained from an international collaboration project, that sought to address this knowledge gap, this paper examines what constitutes pedagogies for social justice in HPE across different contexts. The aim of this paper is to discuss: (i) our conceptualisation of social justice; and (ii) how this can be understood in relation to HPE practice across different contexts. We conclude that what is regarded as important content for the teaching of social justice varies from one context to another although there are also similar approaches. Additionally, there is much to learn by seeing ‘it’, that is, the nature of social justice and how this is played out in school HPE – from the ‘others’ perspectives’.

The article has been peer-reviewed, but does not include the publisher’s layout, page numbers and proof-corrections Citation for the published paper: Bjørke, L., Standal, Ø. F. & Moen, K. M. (2020). ‘While we may lead a horse to water we cannot make him drink’: three physical education teachers’ professional growth through and beyond a prolonged participatory action research project. Sport, Education and Society. http://dx.doi.org/10.1080/13573322.2020.1799781 Instead of ‘the frenetic rush’ to find effective models of continuing professional development (CPD) that will ‘work’, Armour et al. (2017), suggest rethinking the nature of effective CPD by drawing on the work of John Dewey, and particularly his notion of education as growth. Against this backdrop, the study evaluated three physical education (PE) teachers’ engagement with a prolonged transformative CPD initiative using participatory action research (PAR) to implement Cooperative Learning. More specifically, the study posed two research questions: ‘How do three PE teachers experience their engagement with a prolonged CPD initiative using PAR?’, and ‘How do their experiences facilitate and/or obstruct development and growth?’ I, the first author, took the role of facilitator, supporting the teachers throughout their journeys. The study draws on data from interviews with the teachers conducted at four points through their journey, from nine professional development workshops and from about 100 pages of my reflective diary. On analysing the data, we identified four themes relevant to understanding the teachers’ journeys: ‘PAR as an educative CPD experience’; ‘experiencing Cooperative Learning as something that “works” – and “costs”’; ‘reconstruction of mis-educative experiences’; and ‘further development and growth’. We found that the tension between previous experiences of teaching PE and new experiences of teaching through Cooperative Learning challenged the teachers’ established knowledge and practices. However, not all experiences were equally educative, and some restricted possibilities for further development and growth. We found that the teachers’ journeys beyond the pedagogical intervention developed along different paths, making the project both educative and non-educative. We acknowledge that education must be understood as a complex endeavour (Quennerstedt, 2019 Quennerstedt, M. (2019) making the directions of teachers’ learning journeys hard to predict.

I denne artikkelen undersøker vi fremtidige muligheter og utfordringer i femårige lærerutdanninger i kroppsøving og idrettsfag på masternivået, i lys av kvalitet og relevans for fagfeltet. I undersøkelsen ble det benyttet en kvalitativ tilnærming med to metodiske innganger. Først ble et utvalg på 96 masteroppgaver i perioden 2015–2018 innenfor fagfeltet kroppsøving og idrettsfag brukt for å undersøke hva slags tematikker, teoretiske tilnærminger og metoder som er benyttet i masteroppgavene. Med bakgrunn i denne undersøkelsen ble det gjennomført en workshop med et utvalg lærerutdannere for å få innsikt i hva de oppfattet som fremtidige muligheter og utfordringer i femårig lærerutdanning i fagfeltet. Analysen av masteroppgavene viser at forskning angående meninger, oppfatninger og forståelser av kroppsøving og idrettsfag i skolen er gjennomgående tematikker. Relativt få oppgaver belyser begreper, teorier, praksiser eller didaktikk i profesjonsfeltet. Resultatene fra workshop viser at lærerutdannere identifiserer strukturelle utfordringer og adresserer et behov for mer praksisnærhet og (yrkes-)relevans i fremtidige masteroppgaver. Kompetansebehov blant lærerutdannere som veiledere trekkes også fram som en utfordring. På bakgrunn av undersøkelsen ser vi et behov for at mer utdanningsvitenskapelige perspektiver vektlegges i fremtidige masteroppgaver for å tilføre fagfeltet relevante og nye kunnskapsbidrag. In this article, we examine future opportunities and challenges in five-year teacher education in physical education (PE) and sport at the master’s level, considering quality education and its relevance to the field and practice. We have used a qualitative approach with two methodological approaches. First, we surveyed a sample of 96 master’s theses written in the period 2015–2018 in order to establish an overview of their most common themes, theoretical approaches, and methods. We then conducted a workshop with a selection of teacher educators to gain insight into what they see as opportunities and challenges in the future of five-year PE teacher education. Our analysis of the master’s theses shows the most common themes to be opinions, perceptions and ways of understanding physical education and sport in school. Relatively few of the theses investigate concepts, theories, practices or didactics in the professional field. The results from the workshop show that teacher educators identify structural challenges and address a need for more practical proximity and professional relevance in future master’s theses. We see that there is a lack of educational science perspectives—greater emphasis on this area in future master’s theses would contribute relevant knowledge to the field.

Background: Although a review of literature on Cooperative Learning (CL) in Physical Education (PE) has shown that CL can facilitate student learning in all legitimate learning domains for PE [Casey, A., and V. A. Goodyear. 2015. “Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature.” Quest 67 (1): 56–72. doi:10.1080/00336297.2014.984733], we need further knowledge about student learning which results from the sustained implementation of the model beyond the initial unit. Purpose: This paper draws on 24 lessons of CL over two academic years investigating students’ learning journey through (a) teachers’ perceptions on students’ learning journey through CL, and (b) students’ experiences of their learning journey through CL. Method: The study is part of a larger participatory action research project and follows students through four related six-week interventions in PE. The study draws on different data sources such as interviews, observation notes and the researcher’s reflective diary in order to acquire an in-depth understanding of students’ learning journey. Through first author’s close presence throughout the project, Lars was very familiar with the data. Hence, the analysis adopted an abductive approach [Alvesson, M., and K. Sköldberg. 2018 Reflexive Methodology: New Vistas for Qualitative Research. 3rd ed. Los Angeles, CA: Sage] in which the empirical data were examined with the aid of pre-established theoretical concepts. Findings: Three themes emerged from the analysis. The first, ‘shifting attitudes’ highlighted how students changed their attitudes towards CL from being reluctant to positive. The second, ‘the influence of having learning objectives’ shows that working systematically with learning objectives over time, helped students understand that physical education is, in fact, a subject for learning. The final theme, ‘social- and emotional learning’, identified aspects of students’ learning that eventually results in all students being capable of working alongside their peers to master academic tasks in physical education. Conclusion: After experiencing learning through CL as meaningful, many students developed a positive attitude towards CL and working with their peers in small groups. The paper shows that having learning objectives is something most students appreciate and value. Nevertheless, working with learning objectives must be undertaken systematically over time so that students understand that they are expected to learn in physical education. While other studies have suggested that it took a few weeks for students to work comfortably together [Casey, A., B. Dyson, and A. Campbell. 2009. “Action Research in Physical Education: Focusing Beyond Myself Through Cooperative Learning.” Educational Action Research 17 (3): 407–423. doi:10.1080/09650790903093508], students in this project required up to 17 lessons before they were able to function in their groups. At the same time, all students, with different motor, social, cognitive and affective challenges, can be capable of learning through CL. However, this did not happen by chance, and the teacher must carefully adapt the delivery of the CL model to meet the needs of all students.

Hensikta med denne artikkelen er å undersøke om og eventuelt på kva måtar kroppsøvingsfaget kan skildrast som «ei mil vid og ein tomme djup». Artikkelen går dermed inn i ein aktuell skulepolitisk kontekst som vektlegg djupnelæring og konsentrasjon om kjerneelement i fag. På bakgrunn av ei miksa-metodestudie der vi har gjort ei spørjeundersøking blant elevar og fokusgruppeintervju med lærarar viser vi at faget ser ut til å vere prega av eit snevert utval av aktivitetar og ein tradisjonell undervisningsmetode. Samstundes ser vi at lærarar og elevar oppfattar at sosiale og emosjonelle kompetansar er viktige i faget. Sett i samanheng med både nasjonal og internasjonal forsking på kroppsøving tyder undersøkinga vår på at undervisninga i kroppsøving er prega av det Sawyer (2014) kallar instruksjonisme: lærarstyrt overføring av kunnskap og ferdigheiter. Likevel er det grunn til å diskutere kva djupnelæring i kroppsøving betyr og om det er rett å knytte dette til utvalet av aktivitetar i faget.

(Published: 26 September, 2017) Citation: J.S. Borgen og K.M. Moen. «Leder: Forskning pa kroppsoving og idrettsfag i skolen.» Journal for Research in Arts and Sports Education, Vol. 1, 2017, pp. 1–4. http://dx.doi.org/10.23865/jased.v1.999

The Health and Physical Education (HPE) profession has increasingly advocated for caring teacher-student relationships. In this paper, we draw on data from an international research project called 'EDUHEALTH' [Education for Equitable Health Outcomes - The Promise of School Health and Physical Education] to explore caring teaching and the complexity of building good relationships as pedagogies for social justice in HPE. The data reported on in this paper were generated through 20 HPE lesson observations and interviews with 13 HPE teachers across schools in Sweden, Norway and New Zealand. In our analysis of the data, we employed Nel Noddings 'Care Theory' [(1984. Caring, a feminine approach to ethics & moral education. Berkeley, CA: University of California Press; 1997). Pedagogisk filosofi [Philosophy of education]. Oslo: Ad Notam Gyldendal] to study the constitution of relationships and caring teaching in HPE practice. The findings demonstrate that caring teaching is inevitably built on developing good relationships, and that developing such good relationships is a complex process influenced by three key elements. First, teachers have to develop knowledge about their students on a societal, group and personal level; second, teachers have to reflect on the individual, environmental and relational aspects required for building good relationships; and third, teachers have to implement caring teaching strategies, such as planning, caring actions and doing 'the little things'. Drawing on Nodding's care theory, we conclude that pedagogies for social justice are enacted when teachers use their own knowledge and knowledge about the students, together with reflection and caring teaching strategies, to arrange a learning environment that promotes inclusion and equitable outcomes for all students. Epub 2019

The way school Health and Physical Education (HPE) is conceptualized and taught will impact on its ability to provide equitable outcomes across gender, sexuality, ethnicity, religion and social class. A focus on social justice in HPE is pertinent in times when these ideals are currently under threat from neoliberal globalization. This paper draws on data from the initial year of an international collaboration project called ‘Education for Equitable Health Outcomes – The Promise of School Health and Physical Education’ involving HPE and Physical Education Teacher Education researchers from Sweden, Norway and New Zealand. The data in this paper record the researchers’ presentations and discussions about issues of social justice and health as informed by school visits and interviews with HPE teachers in the three different countries. The analysis of the data is focused on what is addressed in the name of social justice in each of the three countries and how cross-cultural researchers of social justice in HPE interpret different contexts. In order to analyse the data, we draw on Michael Uljens’s concepts of non-affirmative and non-hierarchical education. The findings suggest that researching social justice and health (in)equality across different countries offers both opportunities and challenges when it comes to understanding the enactment of social justice in school and HPE practices. We conclude by drawing on Uljens to assert that the quest for social justice in HPE should focus on further problematizing affirmative and hierarchical educational practices since social justice teaching strategies are enabled and constrained by the contexts in which they are practised. Researching social justice and health (in)equality across different school Health and Physical Education contexts in Sweden, Norway and New Zealand

This article is distributed under the terms of the Creative Commons Attribution 4.0 License (http://www.creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). With a survey of physical education (PE) among a national representative sample of fifth to tenth grade students (N = 3,226) in Norway, we investigated how students experience the changing room situation in relation to PE classes. Most students find the changing room situation unproblematic, while some report problems. A majority (59.6%) of the students disagreed with the statement “I experience that an adult is looking after us when we change/shower.” It seems PE teachers, especially the male teachers, consider the lesson finished when students move from the gym into the changing room. We question whether we can learn from earlier formal curricula in Norway on how changing room activity was more adequately implemented in accordance with the sociopolitical aspects relevant at the time. Today, these are about Bildung, mentioned in both the general part of the curriculum and the PE curriculum. However, the lack of clarity makes the changing room a contested field, open for struggles of hegemony within fields. The Changing Room in Physical Education as Cross Roads Between Fields and Curricula: The Experiences of Norwegian Students

Based primarily on quantitative data from the Norwegian Statistisk Sentralbyra (Statistics Norway) study of Mosjon, Friluftsliv og Kulturaktiviteter, this paper explores sports participation among females – and girls and young women, in particular – in Norway in the early years of the twenty-first century. In line with the observation that sport can be considered epiphenomenal, the paper argues that the comparatively high levels and marked increases in sports participation among young women are likely to have a great deal to do with their socio-economic status and, in particular, the diminishing gender gap over the past two decades. In short, the paper argues that trends in sports participation between 1997 and 2007 suggest that while young women in Norway may not be self-described feminists, they are heirs to the culture fostered by second-wave feminism: they have taken advantage of growing up in a country where standards of living are particularly high and at a time of greater equality between the sexes...

Praksis er ein viktig del av yrkesretta utdanningar. Trass i dette har det vore lite forsking pa praksis i kroppsovingslaerarutdanninga og andre idrettsvitskaplege utdanningar. I denne artikkelen oppsummerer vi resultat og funn fra tre ulike forskingsprosjekt som pa ulike vis har undersokt praksis i kroppsoving- og idrettsvitskapeleg utdanningar. Metodisk sett har desse undersokingane vore systematisk litteraturstudie, fokusgruppeintervju og aksjonsforsking. Ei saerleg utfordring som undersokingane vi har vore involvert i peikar pa, er samarbeidet mellom undervisarar pa hogskulane, praksisrettleiarar (ovingslaerarar) og studentar. Pa bakgrunn av vare funn og ei kunnskapsoppsummering av partnarskapmodellar i laerarutdanninga diskuterer vi til slutt tre utfordringar for praksis i kroppsovings- og idrettsvitskaplege utdanningar. Desse utfordringane er (i) a sette studenten si laering i sentrum, (ii) hensiktsmessige medium for refleksjon og (iii) teori-praksisdistinksjonar i utdanningane. Var intensjon er ikkje a svare pa desse utfordringane, men a royse dei og skissere kva dei bestar av. Det er opp til institusjonane, undervisarar og studentar a arbeide med desse utfordringane i dei konkrete utdanningslopa. (Published: 26 September, 2017) Citation:O . F. Standal og K. M. Moen. «Praksisopplaering i kroppsovingslaerar- og idrettsutdanningar: 3 utfordringar for framtidig fagutvikling.» Journal for Research in Arts and Sports Education, Vol. 1, 2017, pp. 75-87. http://dx.doi.org/10. 23865/jased.v1.562

Previous studies have found that student teachers value the practicum over other parts of physical education teacher education and that they experience a gap between theory and practice in their education. The purpose of this study was to provide more knowledge about the theory–practice relations in the context of the practicum of physical education teacher education. Data were generated through focus group interviews with physical education teacher education students ( n = 37) from three different university colleges in Norway. The analysis and discussion of the data material were framed with the concept of practical synthesis (Grimen, 2008). The findings indicate that students experience theory and practice as fragmented, but that they have a differentiated understanding of what theory is. The analysis also suggests that, for the students, university tutors occupy a rather distant role in the practicum and that it is mostly left to the students to make connections between theory and practice.

A feature of academic literature on physical education teacher education (PETE) is the expectation that it can and should impact upon student teachers' beliefs and prospective practices in some significant ways. This is despite research over the last 20 years or more alluding to the apparent failure of PETE to ‘shake or stir’ (Evans et al., 1996) what might be termed the (typically conservative and conventional) pre-dispositions of student and early career PE teachers. In this article, we examine the perceptions of PE student teachers in Norway in order to ascertain just what it is that makes them so resistant to change and, for that matter, such infertile ground for sowing the seeds of reflexivity. The study involved semi-structured interviews with 41 PE student teachers from the three routes through teacher education available at Nord University College (Nord UC). Among the main themes identified in the data were the PE students' perceptions of: the purposes (and ostensible benefits) of school PE and PE...

This paper examines the place of reflexivity in the ‘philosophies’ and practices of physical education (PE) teacher educators in Norway. Using a case study approach to one quite typical institution delivering physical education teacher education (PETE) in Norway, semi-structured interviews were conducted with 15 teacher educators. Analysis of the data generated by the study was inspired by the principles of grounded theory. Noteworthy among the findings was that the teacher educators viewed learning to teach PE in much the same way as they viewed PE itself—as an essentially practical process revolving around the teaching and coaching of sports skills. Consequently, there was little evidence that the teacher educators either engaged themselves or sought to develop in their students anything other than weaker forms of reflexivity; that is, focusing on the student teachers' development of their practical sporting and teaching skills. The discussion focuses on the contextual constraints—in the form of a combi...

The national curricula for physical education teacher education (PETE) in Norway require that practicum is carried out in a partnership between student teachers, cooperating teachers, and teacher educators. The aim of this article is to get insights into how cooperating teachers and teacher educators express and understand their educational partnership and mutual contribution to the practicum in PETE. Focus group interviews with cooperating teachers and physical education teacher educators (teacher educators) were analyzed by drawing on sensitizing concepts from figurational sociology. As such, the study has intended to identify networks between the two groups, as well as the interdependent nature, and consequent power relations in the partnership. The research may shed light on understanding why it seems difficult to reach the aim in the national curriculum of a mutual partnership of the two groups in practicum.