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PE teacher education - an arena for reproducing traditions, values and norms
Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
2010 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

PE teacher education programme has been criticized for having 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(MacDonald et. al 2002; Brown, 2005; Tsangaridou 2008). 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. Special interest is also paid to what conceptions of masculinity and femininity are expressed. The study has a cultural-sociological and gender theoretical perspective. Bourdieu was not particularly interested in what knowledge is as such, but rather how it originates and is reproduced in a social context, where having the interpretative prerogative means having the power to define knowledge (Bourdieu, 1990) Data has been collected using essays written by 52 PE student teachers during their physical education specialisation and in-depth interviews with 8 teacher educators. The data were analysed using Bourdieu's conceptual tools of habitus, taste, capital and doxa. Today's education is 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 the need for physical activity in the form of sport is the education programme's underlying doxa. The students have formed a sports habitus while they were growing up and it was a deeper knowledge of sport which they expected from the programme, and that is what they feel that it has been about. However, they would have liked even more. They are less interested in pedagogical issues and they would have preferred the whole course to provided a guide which would result in lessons which worked well and were problem-free. Even if gender and social issues have been part of the education (a much too great a part, according to some students), the gender habitus which students have incorporated and embodied while they were growing up has changed very little during the programme. The findings paint a picture of a PE teacher education programme where the orthodox is seldom challenged. 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. There seems to be a lack of pedagogical tools for how these issues should be dealt with ”in practice”. Both students and teacher educators have problems to put into words what a PE teacher must know and be able to do, and until this can be articulated it is not possible to reflect about, challenge, argue for, or fight over what this knowledge is, and its place in the education programme. The paradox is that practical aspects of the course which are seen as central by both the students and the educators are the losers within the framework of a college of higher education.

References

Bourdieu, P. (1990) The Logic of Practise. (Cambridge: Polity Press).

Brown, D. (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 (1) p. 3-23

MacDonald et.al (2002) Teacher Knowledge and the Disjunction between School Curricula and Teacher Education, Asia-Pasific Journal of Teacher Education, 30(3) 2002 kola s

Tsangaridou, N. 2008, Trainee Primary Teachers’ Beliefs and Practices about Physical Education during Student Teaching, Physical Education and Sport Pedagogy,13(2)  April 2008 p. 131-152.

 

Place, publisher, year, edition, pages
2010.
National Category
Social Sciences
Research subject
Sport Science
Identifiers
URN: urn:nbn:se:lnu:diva-16616OAI: oai:DiVA.org:lnu-16616DiVA, id: diva2:473507
Conference
AISEP International Association of Physical Education in Higher Education
Available from: 2012-01-06 Created: 2012-01-06 Last updated: 2013-01-03Bibliographically approved

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Larsson, Lena

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CiteExportLink to record
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Citation style
  • apa
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