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The influence of teacher education among pre-service teacher's in developing practical knowledge
Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Idrottshögskolan vid Umeå universitet.
Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Idrottshögskolan vid Umeå universitet.
2019 (Engelska)Ingår i: Book of Abstracts AIESEP International Conference. Building Bridges for Physical Activity and Sport, New York: Adelphi University, Garden City , 2019, s. 153-153Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

In order to plan, interact and reflect on teaching, pre-service teachers (PSTs) use practical knowledge and personal beliefs as a framework (Levin & Hee, 2008). Practical knowledge refers to the complex sets of understanding that teachers use to shape and direct their teaching (Elbaz, 1981). In this study, we focus on the practical knowledge PSTs develop about their teaching and learning during their first PEH subject matter course of physical education teacher education (PETE) program. The practical knowledge they construct, the sources this derives from, and if there are differences between men and women, are areas that will be illuminated in this study. Data consists of interviews with 71 first-years PSTs from three cohorts building on earlier written assignments in which PSTs, were supposed to describe ten significant didactical milestones (DMs, practical knowledge) that would guide their future teaching. In the interviews, the PSTs were asked to specify the sources of their DM´s. The analysis of the interviews was both qualitative with content analysis, and quantitative for comparisons of frequencies regarding their sources. The results show that the sources of their DMs can be categorised into four different areas that influence their practical knowledge; general education studies, specific PE courses, earlier teaching-/coaching experiences, personal athlete-/student experiences. The main influence among the students in this study are related to content given through general education studies and the specific PE subject matter course. There is some significant differences between women and men’s sources. Women in a higher degree specify sources from the PE subject matter course and men in a higher degree specify sources from their earlier personal experiences. These results shows that practical knowledge is a highly socially constructed process and considerations regarding PSTs earlier experiences need to be discussed and challenged during PETE.

Ort, förlag, år, upplaga, sidor
New York: Adelphi University, Garden City , 2019. s. 153-153
Nyckelord [en]
Practical knowledge, PST, Sources, teacher education, physical education
Nationell ämneskategori
Pedagogik
Identifikatorer
URN: urn:nbn:se:umu:diva-161323OAI: oai:DiVA.org:umu-161323DiVA, id: diva2:1333857
Konferens
AIESEP International Conference June 19-22, 2019. Building Bridges for Physical Activity and Sport. Adelphi University, Garden City, New York
Tillgänglig från: 2019-07-02 Skapad: 2019-07-02 Senast uppdaterad: 2019-07-03Bibliografiskt granskad

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Åström, PeterFerry, Magnus

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Pedagogiska institutionenIdrottshögskolan vid Umeå universitet
Pedagogik

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