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Larsson, Lena
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Schenker, K., Linnér, S., Smith, W., Gerdin, G., Mordal Moen, K., Philpot, R., . . . Westlie, K. (2019). Conceptualising social justice – what constitutespedagogies for social justice in HPE acrossdifferent contexts?. Curriculum Studies in Health and Physical Education, 10(2), 126-140
Open this publication in new window or tab >>Conceptualising social justice – what constitutespedagogies for social justice in HPE acrossdifferent contexts?
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2019 (English)In: Curriculum Studies in Health and Physical Education, ISSN 2574-2981, Vol. 10, no 2, p. 126-140Article in journal (Refereed) Published
Abstract [en]

The paper explores the concept of social justice in Health andPhysical Education (HPE) as constituted and addressed acrossthree different countries – Sweden, Norway and New Zealand –and how HPE teaching practices for social justice may beunderstood from regulative, normative and cultural/cognitiveperspectives. Although much has been written about social justicein the field of HPE over the last three decades, there is littleresearch that has examined how teachers operationalise teachingfor social justice. Drawing on the experiences and insights gainedfrom an international collaboration project, that sought to addressthis knowledge gap, this paper examines what constitutespedagogies for social justice in HPE across different contexts. Theaim of this paper is to discuss: (i) our conceptualisation of socialjustice; and (ii) how this can be understood in relation to HPEpractice across different contexts. We conclude that what isregarded as important content for the teaching of social justicevaries from one context to another although there are also similarapproaches. Additionally, there is much to learn by seeing ‘it’, thatis, the nature of social justice and how this is played out in schoolHPE – from the ‘others’ perspectives’.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2019
Keywords
Social justice, pedagogy, education, health, physical education
National Category
Educational Sciences Sport and Fitness Sciences
Research subject
Sociology, Sociology Education; Social Sciences, Sport Science
Identifiers
urn:nbn:se:lnu:diva-82402 (URN)10.1080/25742981.2019.1609369 (DOI)2-s2.0-85066868225 (Scopus ID)
Projects
EDUHEALTH
Funder
EU, Horizon 2020, 734928
Available from: 2019-05-03 Created: 2019-05-03 Last updated: 2019-08-29Bibliographically approved
Gerdin, G., Philpot, R. A., Larsson, L., Schenker, K., Linnér, S., Mordal Moen, K., . . . Legge, M. (2019). Researching social justice and health (in)equality across different school health and physical education contexts in Sweden, Norway and New Zealand. European Physical Education Review, 25(1), 273-290
Open this publication in new window or tab >>Researching social justice and health (in)equality across different school health and physical education contexts in Sweden, Norway and New Zealand
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2019 (English)In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 25, no 1, p. 273-290Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
Health, equality, social justice, physical education, socially-critical perspective
National Category
Educational Sciences Sport and Fitness Sciences
Research subject
Pedagogics and Educational Sciences; Social Sciences, Sport Science
Identifiers
urn:nbn:se:lnu:diva-77144 (URN)10.1177/1356336X18783916 (DOI)000454077600018 ()2-s2.0-85049624484 (Scopus ID)
Funder
EU, Horizon 2020, 734928
Available from: 2018-08-16 Created: 2018-08-16 Last updated: 2019-08-29
Gerdin, G., Smith, W., Mordal Moen, K., Westlie, K., Larsson, L., Schenker, K., . . . Linnér, S. (2018). Researching social justice and health (in)equality across different school health and physical education contexts. In: : . Paper presented at European Conference on Educational Research, ECER 2018, Bolzano, 3-7 Sept, 2018.
Open this publication in new window or tab >>Researching social justice and health (in)equality across different school health and physical education contexts
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2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Although school Health and Physical Education (HPE) has the potential to contribute to lifelong health and well-being, the way HPE isconceptualized and taught will impact on its ability to provide equitable outcomes across gender, sexuality, ethnicity, religion and socialclass. The genesis of this symposium comes from the ongoing international collaboration project - Education for Equitable HealthOutcomes - The Promise of School Health and Physical Education (EDUHEALTH) consisting of Physical Education Teacher Education(PETE) teachers and researchers from Sweden, Norway and New Zealand. The aim of the EDUHEALTH project is to contribute to theunderstanding of how teachers of HPE teach for social justice by examining the teaching practices of teachers. A focus on equity,democracy and social justice in HPE can be seen as particularly pertinent in times when these ideals are currently under threat fromneoliberal globalisation (Azzarito, Macdonald, Dagkas & Fisette, 2017). The research question guiding this project are: (i) How do HPE teachers’ practices address democracy and social justice? (ii) How may HPE practice contribute to greater inclusion and equitable health outcomes for all students? The session will begin with an introduction to the symposium followed by the first part of paper one which will provide a brief overview ofthe background and implementation of the EDUHEALTH project to date.The second paper will then explicate our conceptualisation of the term social justice as concerned with equity, taking account of many variables including gender, sexuality, socioeconomic, and ethnicity, and within the context of HPE, physicality. The discussion on this paper will draw on Bell’s (1997) concept of social justice as both a process and a goal along with Wright’s (2004) claim that a pedagogy focused on social justice embraces emancipatory practices or processes that have the goal of helping students identify, challenge and transform existing unequal power relations relating to physical activity and health. In this paper we will also discuss the different theoretical perspectives that we are considering in relation to understanding and subsequently analysing social justice in HPE as informed by the works of, for instance, Habermas, Bourdieu, Foucault and Uljens. The third paper will then discuss our methodology and methods for generating data involving HPE class observations and teacher interview in the three different countries and employing a critical incident technique (Tripp, 2012) along with stimulated-recall interviews toexplore HPE teaching practices that enact socially-critical perspective of physical activity and health. At the conclusion of the third paper we will return to the first paper and draw on some initial findings of this project to date in terms of the potential, and difficulties, of researching social justice and health (in)equality across different school health and physical education contexts. The potential comes from having outsiders critically examining the societal, educational, and HPE context and offering new insights. The difficulties are in reaching a shared understanding of what it means to be socially critical and applying this understanding in each of the three different contexts. At the end we tentatively suggest that in our ongoing work with this project and by drawing on Freire (2000) and Tinning (2010) that there is no ‘holy grail’ in terms of a social justice teaching method for HPE practice since teaching strategies are enabled and constrained by the contexts in which they are practiced. Finally, a discussant will reflect on the work presented and the nature of the project before opening the floor to the audience for the final 20 minutes of the symposium.

National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-81685 (URN)
Conference
European Conference on Educational Research, ECER 2018, Bolzano, 3-7 Sept, 2018
Projects
EDUHEALTH
Funder
EU, Horizon 2020, 734928
Available from: 2019-04-04 Created: 2019-04-04 Last updated: 2019-04-12Bibliographically approved
Larsson, L., Linnér, S. & Schenker, K. (2018). The doxa of physical education teacher education – set in stone?. European Physical Education Review, 24(1), 114-130
Open this publication in new window or tab >>The doxa of physical education teacher education – set in stone?
2018 (English)In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 24, no 1, p. 114-130Article in journal (Refereed) Published
Abstract [en]

In this paper, we critically examine the potential of assessment components in physical education teacher education (PETE) to either reinforce or challenge PETE students’ conceptions of what a physical education (PE) teacher needs to know to teach this school subject. To understand the mechanisms that may contribute to the difficulty of challenging these taken-for-granted beliefs (doxa) within PETE, we draw on the theories and concepts of Pierre Bourdieu. Two different kinds of empirical material are analysed: one consists of 62 essays, written by PETE students before starting their degree programme, dealing with their conceptions of PE teachers’ competencies, while the second consists of course booklets and assessment components used within one PETE programme. The study shows that implicit prerequisites and conditions in assessment components are very similar to the conceptions of competencies in PETE students’ statements. The study also shows that taken-for-granted beliefs may be challenged, but at the same time, we argue, the use of socially critical perspectives in PE practice may also (in the name of the doxa) stigmatise those who are not physically active in their leisure time as well as those who do not look fit and sporty, and thus does not challenge the way power and social superiority or inferiority appear in PE.

Place, publisher, year, edition, pages
Sage Publications, 2018
Keywords
Assessments, Bourdieu, PETE, PETE students, teacher competencies
National Category
Sport and Fitness Sciences
Research subject
Social Sciences, Sport Science
Identifiers
urn:nbn:se:lnu:diva-56507 (URN)10.1177/1356336X16668545 (DOI)000423179600007 ()2-s2.0-85041112424 (Scopus ID)
Available from: 2016-09-14 Created: 2016-09-14 Last updated: 2019-08-29Bibliographically approved
Larsson, L., Schenker, K., Gerdin, G. & Linnér, S. (2017). Challenging PETE. Steering mechanisms and teaching logics preserving old traditions. In: : . Paper presented at ECER (European Conference on Educational Research), Köpenhamn, Danmark, 22-25/8 2017.
Open this publication in new window or tab >>Challenging PETE. Steering mechanisms and teaching logics preserving old traditions
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Contemporary physical education in Sweden is characterized by a strong tradition of sport and ball games which school curriculumreforms in the last few decades seem to have had no significant impact on. Despite new curricula in Sweden, HPE teachers’ practicesremain unchanged. HPE teachers still have problems catering to the needs of all their pupils (Annerstedt & Larsson, 2010; Ekberg, 2016;Redelius et al. 2009). Success in PE in the form of high grades is related to active participation in sport clubs (Jakobsson et al., 2012).One of the government’s instruments for regulating teaching in PE in schools in Sweden is teacher education. The latest reforms ofSwedish teacher education including physical education teacher education (PETE) place higher scientific/academic demands on teachereducation programmes. One of the goals is to develop PETE students’ ability to adopt socially critical approaches and the studentsshould, for instance, be provided opportunities to identify, analyse and question the different beliefs, norms and values that pervade PEand that may act to exclude some pupils (SOU, 2008). However, research indicates that despite these reforms, Swedish PETE does notchallenge students’ conceptions about how the subject should be taught to any great extent (Schenker, 2016). The PETE students’ stillwant to pursue their passion for sport through teaching practices designed to lead to their pupils (even the uninterested ones) developingthe same sport interests (Larsson, 2009). Larsson et al. (2016) found that although socially critical perspectives exists in PETE today,reforming the PETE curriculum per se does not necessarily challenge the doxa of PETE. As a matter of fact, the use of socially criticalperspectives in PETE may (in the name of the doxa) not challenge how power and social superiority or inferiority appear in the subject.Doxa might not be set in stone, but there seems to be a need to thoroughly reconstruct PETE if future PE teachers are going to developsocially critical approaches that truly challenge the prevailing assumptions about what competencies a PE teacher should have. In thispaper the key members from Sweden involved in the EDUHEALTH project will share some of their research findings to date. We willdiscuss mechanisms that may contribute to the difficulty of challenging taken for granted beliefs within Swedish PETE and how and whyteachers’ presumptions and teaching logics, like the one of competitive sport, continue to exclude some children and youth.

National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-68027 (URN)
Conference
ECER (European Conference on Educational Research), Köpenhamn, Danmark, 22-25/8 2017
Projects
EDUHEALTH - Educating for Equitable Health Outcomes- the Promise of School Health and Physical Education
Funder
EU, Horizon 2020, 734928
Available from: 2017-09-19 Created: 2017-09-19 Last updated: 2019-05-03Bibliographically approved
Smith, W., Larsson, L., Mordal-Moen, K. & Gerdin, G. (2017). EDUHEALTH - Educating for equitable health outcomes in physical education. In: : . Paper presented at ECER (European Conference on Educational Research)Research), Köpenhamn, Danmark, 22-25/8 2017.
Open this publication in new window or tab >>EDUHEALTH - Educating for equitable health outcomes in physical education
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

School HPE makes a unique contribution to the physical, cognitive, emotional and social development of young people (Morgan & Burke,2008). The world summit on HPE in 1999 (Doll-Tepper & Scoretz, 2001) stated that this school subject provides the most effective meansof providing all young people, regardless of their ability, disability, sex, age, culture, race, ethnicity, religion, or social background, with theskills, attitudes, knowledge, and understanding for lifelong health and well-being. One point of departure in this EDUHEALTH project isthat the attainment of health equity goals can be accelerated when social justice and socially-critical perspectives underpin HPE teachingpractices to assist ‘students to examine and challenge the status quo, the dominant constructions of reality and the power relations thatproduce inequities, in ways that can lead to advocacy and community action’ (Wright, 2004, p. 7). New Zealand, Sweden and Norway areunique in that contemporary social justice issues foreground each countries’ HPE curricula – as introduced in the late 1990s. Calls fortertiary teacher education institutions to ensure that their graduating HPE teachers have an understanding of how socially-critical HPEmay be enacted, have led to a growing, if scattered, research base that articulates relevant practices in HPE teacher education. Yet thereis a paucity of research that documents how HPE teachers are imparting socially-critical perspectives in their schools: this paper willdiscuss how the EDUHEALTH project focuses on this critical research gap. EDUHEALTH will study HPE teachers’ practices in schoolsusing a Critical Incident Technique (CIT) inspired methodology (Tripp, 2012) to identify HPE teaching practices that clearly enact sociallycriticalperspective of physical activity and health. Data will be collected through multiple observations and interviews of HPE teachers inall three countries. This data will be analysed through a multi-phase process of inductive thematic analysis (Braun & Clarke, 2013) withfindings validated through triangulation of multiple observer reports and by a shared analysis of data by all 15 researchers affiliated withEDUHEALTH. This paper will report on some initial findings generated as part of the pilot studies. Ultimately, the findings of thiscollaborative research project will inform the creation of teaching strategies designed to assist HPE teachers in their own contexts todevelop more inclusive teaching practices, thus, contributing to more active, healthier citizens.

National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-68025 (URN)
Conference
ECER (European Conference on Educational Research)Research), Köpenhamn, Danmark, 22-25/8 2017
Projects
EDUHEALTH - Educating for Equitable Health Outcomes- the Promise of School Health and Physical Education
Funder
EU, Horizon 2020, 734928
Available from: 2017-09-19 Created: 2017-09-19 Last updated: 2019-05-03Bibliographically approved
Redelius, K., Standal, Ø., Larsson, L., Schenker, K., Gerdin, G., Linnér, S., . . . Legge, M. (2017). EDUHEALTH - Educating for equitable health outcomes in physical education.: Sweden, Norway and New Zealand in a Horizon 2020 project. (Symposium). In: Presented at ECER 2017: . Paper presented at ECER 2017 (European Conference on Educational Research), Copenhagen, 22-25 Aug.
Open this publication in new window or tab >>EDUHEALTH - Educating for equitable health outcomes in physical education.: Sweden, Norway and New Zealand in a Horizon 2020 project. (Symposium)
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2017 (English)In: Presented at ECER 2017, 2017Conference paper, Oral presentation with published abstract (Refereed)
National Category
Sport and Fitness Sciences
Research subject
Social Sciences, Sport Science
Identifiers
urn:nbn:se:lnu:diva-73357 (URN)
Conference
ECER 2017 (European Conference on Educational Research), Copenhagen, 22-25 Aug
Projects
EDUHEALTH
Funder
EU, Horizon 2020
Available from: 2018-04-23 Created: 2018-04-23 Last updated: 2018-04-25Bibliographically approved
Larsson, L. & Meckbach, J. (2015). Att utveckla rekryteringsmetoder och stödjande miljöer för unga ledare. In: Josef Fahlén, Staffan Karp (Ed.), Idéer för idrottsutveckling: (pp. 60-74). Stockholm: SISU idrottsböcker
Open this publication in new window or tab >>Att utveckla rekryteringsmetoder och stödjande miljöer för unga ledare
2015 (Swedish)In: Idéer för idrottsutveckling / [ed] Josef Fahlén, Staffan Karp, Stockholm: SISU idrottsböcker , 2015, p. 60-74Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: SISU idrottsböcker, 2015
Keywords
unga ledare habitus stödjande miljöer rekrytering
National Category
Sport and Fitness Sciences
Research subject
Pedagogics and Educational Sciences; Social Sciences, Sport Science
Identifiers
urn:nbn:se:lnu:diva-50196 (URN)978-91-87745-59-1 (ISBN)
Available from: 2016-03-04 Created: 2016-03-04 Last updated: 2016-04-26Bibliographically approved
Linnér, S., Schenker, K., Larsson, L. & Gerdin, G. (2015). Några nedslag på AARE-NZARE 2014. Idrottsforskaren (1), 12-16
Open this publication in new window or tab >>Några nedslag på AARE-NZARE 2014
2015 (Swedish)In: Idrottsforskaren, no 1, p. 12-16Article in journal (Other academic) Published
National Category
Sport and Fitness Sciences
Research subject
Social Sciences, Sport Science
Identifiers
urn:nbn:se:lnu:diva-61864 (URN)
Available from: 2017-03-27 Created: 2017-03-27 Last updated: 2018-12-03Bibliographically approved
Larsson, L., Schenker, K. & Linnér, S. (2015). Transition within PETE - is challenging the doxa possible?. In: ECER 2015, Education and Transtition. Network:18. Research in Sports Pedagogy: . Paper presented at ECER 2015, European Conference on Educational Research, Budapest, September 7–11, 2015.
Open this publication in new window or tab >>Transition within PETE - is challenging the doxa possible?
2015 (English)In: ECER 2015, Education and Transtition. Network:18. Research in Sports Pedagogy, 2015Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Time after time Physical Education Teacher Education (PETE) and Health and Physical Education (HPE) are identified as learning areas where the ‘power of tradition’ remain strong. The history of and transition within PETE and HPE has neither been struggle- nor problem-free. Neither the reformation of PETE nor the shift in the HPE curriculum appears to be able to challenge the teacher student’ understandings [1]. Instead, certain beliefs, norms and values continue to be reproduced in PETE regardless of the criticisms offered. By everyone accepting ‘the rules of the game’ [2], they cannot reflect on, challenge, argue in favour of, or fight over the logic of the dominant practice or what types of knowledge that are seen as important and therefore have its legitimate place in the PETE programme. Within PETE there exists taken for granted assumptions that reflect its history, content, structure, the type of student who enrolls and the outcome for the students at the end of the programme [3].

Although one of the goals of most contemporary PETE programmes is to develop the students’ ability to adopt critical approaches and perspectives, several scholars argue that a completely new university programme is needed if future HPE teachers are going to develop socially-critical approaches [4].

Aim & Research Questions

Based on the discussion above it is of research significance to examine the beliefs about what kind of competencies future HPE teachers need to develop throughout their degree. The purpose of this study was to explore what kind of beliefs about HPE teachers’ competencies that are expressed, assessed, reinforced or challenged throughout the degree. The focus of analysis is particularly on what beliefs about the structure and content of PETE are in tension with each other.

Research questions:

  • What teacher competencies are seen as important to develop throughout the degree by the teacher students?
  • What competencies are being assessed in PETE assessments?
  • What beliefs about HPE teachers’ competencies are reinforced or challenged in and through these assessments?

Theoretical frame

To understand what the possibilities/constraints are for a challenging and critically reflective learning to occur within HPETE we draw on the theories and concepts of Pierre Bourdieu [4]. Bourdieu uses the concept of social fields to explain how, within a specific social context, there is a logic and rules about the practice [5]. These rules are the result of the historical struggles within the field and have shaped prevailing beliefs, or the ‘doxa’, that everyone in the field are aware of. Doxa represents the collective beliefs, norms and attitudes about the ideal or ‘right’ practice and if these are not questioned and challenged continues both to guide and limit what is possible and not possible.

Our point of departure is that PETE can be seen as an encounter between individuals from different backgrounds and with various experiences and the objective structures of an education programme. An education programme’s objective structures contain notions, values, norms and practices that constitute what is deemed relevant and valuable knowledge [6] Participants are individuals, but at the same time they find themselves in a context involving a number of socially constructed rules and notions about what is possible and right, as well as the opposite, i.e. what is inconceivable. Although PETE is not a social field, strictly speaking, in accordance with Bourdieu's definition, the taken for granted assumptions about what constitute a ‘competent’ teacher of HPE still represent a form of doxa. What is considered to be the ‘right’ practice, and valued forms of knowledge is also reflected in what is being assessed.

Methodology, Methods, Research Instruments or Sources UsedIn order to address our research questions we have drawn on three different sources of empirical data. The first source of data consists of open-ended, qualitative questionnaires completed by recently enrolled teacher students at two different PETE programmes. At one university the questionnaires were conducted during a lecture, with a total of 35 students completing them on that occasion and another 3 students at a later date. At the other university the students were given the questionnaires by one of the teacher educators and all of them were subsequently submitted electronically. The total number of questionnaires analyzed were 62. The second source of data involves course booklets from one university, where the focus particularly was on the different forms of assessment. The booklets from all the courses within the PETE programme except the individual research projects, in total 90 credits were included. The course booklets contain detailed information and descriptions of all forms of assessment within the degree. In total the courses contains 82 assessments. The third source of data comprises different types of assessment tasks and a selection of the students’ responses.   By conducting a qualitative text analysis the empirical data were examined in relation to the research questions and subsequently interpreted with the Bourdieuan theoretical framework described above as the starting point [6]. The number of assessments throughout the PETE programme was in a first step divided into type of assessment, subject area and verbs used to describe the assessments to identify the patterns of meaning and the scheme of classification. In the analysis of the assessment tasks and the students’ responses recurring patterns and themes were first identified before these patterns/themes were deconstructed and explored in more detail. Throughout this data analysis process we continually used our theoretical framework to sort through and categorize the data. The focus in the analysis of the data was on picking up both implicit and explicit expressions which reflected collective conceptions and taken for granted assumptions in relation to the PETE programme and HPE. Conclusions, Expected Outcomes or FindingsOur study demonstrates how those who enter PETE seem to be strongly influenced by their previous experience and knowledge of sport and physical activity. Underlying doxa and taken for granted ideas about sport and scientific assumptions seem impregnable The teacher students’ statements highlight collective beliefs, norms and attitudes about the ideal or ’right’  practice, what Bourdieu describes as “the rules of the game”. The image portrayed of the ‘competent’ teacher in HPE is of someone possessing all the knowledge, being the role model and the perfect example and also having the power to select what knowledge that should be taught. In addition, they see teaching/pedagogical skills as crucial. The analysis of the assessments highlights an existing, prevailing doxa that both teacher students and teacher educators seem to agree upon. The results draw attention to how it is the different subject areas’ traditions, underlying principles of classification, which determine the type and number of assessments. The preliminary findings on the one hand indicate, much similar to previous studies, that there are a number of assessments that reinforce traditional notions of the ‘right’ practice in HPE. But on the other hand, there are also other forms of assessment, in particular in the social sciences, which have the potential to challenge the students’ understandings and to develop the students’ ability to adopt critical approaches. However, it is uncertain to what extent the students’ understandings are actually challenged particularly given their view of the teaching role, view of what competencies a HPE teachers need and beliefs about the content and structure of HPE. ReferencesBourdieu, Pierre (1990). The Logic of Practice. Cambridge: Polity Press Bourdieu, Pierre (1992). Texter om de intellektuella, Stockholm: Brutus Östlings bokförlag Brown, David (2005). An economy of gendered practices? Learning to teach physical education from the perspective of Pierre Bourdieu’s embodied sociology. Sport, Education and Society 10. Denzin, Norman K. & Lincoln, Yvonna S. (1998). Collecting and interpreting qualitative materials. London: Sage Publ.. Dowling, Fiona (2008). Getting in touch with our feelings: the emotional geographies of gender relations in Physical Education Teacher, Education.  Sport, Education & Society 3. Dowling, Fiona & Kårhus, Svein (2011). An analysis of the ideological work of the discourse of ‘fair play’ and moral education in perpetuating inequitable gender practices in PETE. Physical Education & Sport Pedagogy 2. Kirk, David, MacDonald, Doune & O’Sullivan, Mary (eds.) (2006). The Handbook of Physical Education. London: Sage Publications. Kirk, David (2010). Physical Education Futures. Milton Park, Abingdon, Oxon: Routledge. Larsson, Lena (2009). Idrott- och helst lite mer idrott. Idrottslärarsudenters möte med  utbildningen.  Diss. Stockholm university. [Sport – and preferably a little more sport. P. E.  students' encounter with the education.] MacDonald, Doune, Hunter, Lisa, Carlson, Teresa & Penney, Dawn (2002). Teacher Knowledge and the Disjunction between School Curricula and Teacher Education. Asia- Pasific Journal of Teacher Education 30. Matanin, Marcia & Collier, Connie (2003). Longitudinal Analysis of Preservice Teachers’ Beliefs About Teaching Physical Education. Journal of Teaching in Physical Education 22. Moen, Kjersti, M. (2011). “Shaking or stirring?” A case-study of physical education teacher education in Norway. Diss. Oslo: Norges idrettshøgskole. Rossi, Tony, Sirna, Karen & Tinning, Richard (2008). Becoming a health and physical education (HPE) teacher: Student teacher ‘Performances’ in the physical education subject department office. Teacher and Teaching Education 24. Tinning, Richard (2004). Rethinking the preparation of HPE teachers: ruminations on knowledge,  identity, and ways of thinking, Asia-Pacific Journal of Teacher Education, vol. 32, nr. 3. Tinning, Richard (2012). A socially critical HPE (aka physical education) and the challenge for teacher education. In: Barry Down and John Smyth (eds.) Critical voices in teacher education: teaching for social justice in conservative times. Dordrecht, Netherlands: Springer.

Keywords
PETE, Bourdieu, doxa, transition
National Category
Educational Sciences
Research subject
Social Sciences, Sport Science; Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-50197 (URN)
Conference
ECER 2015, European Conference on Educational Research, Budapest, September 7–11, 2015
Available from: 2016-03-04 Created: 2016-03-04 Last updated: 2016-08-19Bibliographically approved
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