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Challenging PETE. Steering mechanisms and teaching logics preserving old traditions
Linnaeus University, Faculty of Social Sciences, Department of Sport Science.ORCID iD: 0000-0003-2922-1993
Linnaeus University, Faculty of Social Sciences, Department of Sport Science.
Linnaeus University, Faculty of Social Sciences, Department of Sport Science.
Linnaeus University, Faculty of Social Sciences, Department of Sport Science.
2017 (English)Conference paper, Oral presentation only (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.

Place, publisher, year, edition, pages
2017.
National Category
Social Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-68027OAI: oai:DiVA.org:lnu-68027DiVA: diva2:1142575
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: 2017-09-19

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Citation style
  • apa
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