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Becoming a teacher requires preservice teachers (PSTs) to interpret experiences from different perspectives because of the reversal role from being a student to being a teacher. For teacher education programs to be most effective, they need to understand the knowledge that PSTs hold and develop in order to optimise professional learning. With an exploratory mixedmethod design, this study’s overall aim was to investigate the content of practical knowledge and perceived sources among a group of Swedish physical education PSTs (n=97). Their practical knowledge, operationalized through the concept of didactical milestone, were expressed in five different themes: the curriculum (what), the teacher (who), instructions (how), students (whom) and the classroom (where). Furthermore, the results showed that PSTs’ practical knowledge was influenced by situations before entering and during teacher education as well as from media, and to some extent, the PSTs’ work experiences. The results also showed that the type of source related to the different themes of practical knowledge. With the help of practical knowledge as construed in this study, teacher educators can assess PSTs’ capacity to reflect on teaching, as well as adjust their own instructional focus.

The objective of this exploratory study was to identify the content of preservice teachers’ practicalknowledge and the influence of their acculturation experiences on their practical knowledge. Informed byteacher occupational socialisation theory, a mixed method design was used to examine 26 first-year preservicephysical education and health (PEH) teachers’ practical knowledge construction during their first PEH course.Data collection included a written assignment in which the preservice teachers, based on their learningexperiences during the PEH course, were asked to describe 10 significant didactical milestones (DMs) (practicalknowledge) that would guide their future teaching in PEH. The early stage of teacher socialisation, theiracculturation phase, was examined and analysed by using a questionnaire gathering information about theirbackground and previous experiences. Results showed that the content of these preservice PEH teachers’practical knowledge was mainly pedagogical and focused most often on instructional strategies. The preserviceteachers showed a relative lack of focus on knowledge concerning curriculum aims and contextual issues relatedto school and society. Furthermore, the results showed significant individual differences in the content of theirpractical knowledge. Consequently, we must acknowledge that acculturation and professional socialisation ofindividual preservice teachers will not be similar and that there is fundamentally multifaceted interactionbetween the structure of teacher education, different stages, and content. Teacher educators need to consider thecomplexity between individual learning experiences and the importance of how the content is organised in adifferentiated approach.

Den forskningsinriktade lärarutbildningen har fått beröm men också kritik för relationen mellan forskningsstudier och praktikinriktade delar i utbildningen. Genom att använda aktionsforskning i lärarutbildningen, görs antaganden om att dessa autentiska forskningserfarenheter kommer att hjälpa lärarstuderande att omsätta teori i praktik. Detta har särskilt betonats vid användningen av innovativa och kreativa undervisningsmetoder. Aktionsforskning består av en planera-agera-observera-reflektera-cykel som gör det möjligt att följa med forskarens reflektioner under undervisningens gång. Därför är syftet med denna presentation att analysera och redovisa det pedagogiska- och forskarlärande hos en lärarstuderande som genomförde ett aktionsforskningsprojekt med en innovativ undervisningsmodell under en undervisningspraktik i skolämnet gymnastik. I sin roll som både lärarstuderande, lärare och forskare ville Matias undersöka erfarenhetera av att använda Sport Education modellen i en finländsk skolkontext genom att analysera och förstå undervisningen och elevers erfarenheter. Data samlades in med en personlig reflekterande dagbok, video observationer, handledningsdiskussioner och gruppintervjuer med eleverna. Resultaten från denna studie stärker de tidigare redovisade fördelarna med Sport Education, trots det finns praktiska frågor som börs ta i beaktande. Även om användningen av en ny pedagogisk modell var tidskrävande, stressigt och full av praktiska utmaningar och därtill med krav från att genomföra ett aktionsforskningsprojekt, så kunde Matias konstatera att han lärde sig mycket om undervisning och forskning. Aktionsforskning är en användningsbar metod då syftet är att undersöka sin egen undervisning och att förändra den.

While Sport Education has shown to be effective in promoting students’ participation in the student-centred learning tasks in teaching physical education, there have been no studies reporting the use of this pedagogical model in youth sport settings. Therefore, the purpose of this study was to describe and understand players’, coaches’ and parents’ perceptions and experiences of a soccer season when using the model in a Finnish junior sport club. Twenty-three players, their three coaches and four parents from one junior sport club participated in the study. The Sport Education season consisted of 11 practice sessions over eight weeks. Within that season, the players had additional roles as fitness trainers, skill coaches, captains and referees. Data were collected through interviews, observations, and document analysis. Results suggested that players were successfully affiliated within their small teams and that they enjoyed having the autonomy and responsibility. Most of the players took their roles seriously and were prepared to instruct their peers. Based on our results, we conclude that this first attempt to implement Sport Education in sport clubs showed promising results in making the environment more player friendly.

Ascertaining teacher knowledge is a powerful and useful way of analyzing and discussing how teachers think and make teaching decisions. Given the important role teacher knowledge plays in preservice teacher education, using the occupational socialization framework can aid inenlightening the process that influence teachers' beliefs, assumptions and values regarding teaching (Lawson, 1983). The framework is particularly useful when considering howoccupational socialization influences novice teachers, learning to teach. The purpose of this qualitative multiple case study was to examine the influence of occupational socialization onthree novice physical education teachers' practical knowledge, confidence in teaching content and enacted pedagogical practices. This study involved three novice teachers who taught in twoFinnish elementary schools. Data sources included nonparticipant lesson observations and semistructured in-depth teacher interviews. The analysis occurred in two phases. Initially, we createda case narrative for each teacher with respect to the research questions through an inductive process that integrated the occupational socialization theory. For the second phase, a cross-caseanalysis was completed to provide a comprehensive and in-depth understanding of the data set. Each teacher's occupational socialization experiences influenced their teaching confidence,planning practices and enacted pedagogical actions during their early careers as teachers. Their athletic background and sport interest were embodied in their teaching confidence, planning timeand feedback behavior. In addition, the teacher education program experience extended their practical knowledge and was evident in their in physical education teaching. Teacher educatorsneed to have an understanding of their pre-service teachers' backgrounds and what experiences and perceptions they bring with them. Therefore, in designing the pedagogical structure inteacher education, it is essential to consider pre-service teachers' experiences about teaching, schooling, sport and physical education and thereby strengthen their knowledge and skills of howto teach physical education and provide students with quality learning experiences.

Tutkimuksen tarkoituksena oli toteuttaa luokanopettajakoulutuksen liikunnan sivuaineen opetusharjoittelussa Sport Education -mallia ja analysoida kokeilun synnyttämiä oppimiskokemuksia. Sport Education on pedagoginen malli, jonka mahdollisuuksista kehittää oppilaiden vastuun oppimista ja ryhmässä toimimisen taitoja on laajasti kansainvälistä tutkimusnäyttöä. Malli on Suomessa vielä jokseenkin tuntematon. Kaksi opiskelijaa osallistui neljän viikon kestoiseen opetusharjoittelujaksoon, jona aikana heitä haastateltiin, observoitiin ja videoitiin. Opiskelijat kokivat mallin käytön vaatineen paljon ennakkovalmistelua ja huolellista oppilaiden ohjeistamista. Alkuvaikeuksien jälkeen opiskelijat kehittyivät opettajan roolinsa löytämisessä ennakkoperehdytysten, opetusharjoittelun ohjaus- ja palautetyöskentelyn sekä kirjallisen oheismateriaaliin tutustumisen avulla. Kokeilun tulokset kannustavat tarjoamaan luokanopettajakoulutuksen liikuntakasvatuksessa myös malliperustaista opiskelua pyrittäessä vahvistamaan liikuntakasvatuksen oppilaskeskeisiä ja oppilaiden vastuunkantoa edistäviä työtapoja sekä avartamaan opiskelijoiden pedagogista ajattelua ja toimintaa.

Tutkimuksen tarkoituksena oli toteuttaa luokanopettajakoulutuksen liikunnan sivuaineen opetusharjoittelussa Sport Education-mallia ja arvioida kokeilun synnyttämiä oppimiskokemuksia. Sport Education on pedagoginen malli, jonka mahdollisuuksista kehittää oppilaiden vastuun oppimista ja ryhmässä toimimisen taitoja on laajasti kansainvälistä tutkimusnäyttöä. Malli on Suomessa vielä jokseenkin tuntematon. Kaksi opiskelijaa osallistui neljän viikon kestoiseen opetusharjoittelujaksoon, jona aikana heitä haastateltiin, observoitiin ja videoitiin. Opiskelijat kokivat mallin käytön vaatineen paljon ennakkovalmistelua ja huolellista oppilaiden ohjeistamista. Alkuvaikeuksien jälkeen opiskelijat kehittyivät opettajan roolinsa löytämisessä ennakkoperehdytysten, opetusharjoittelun ohjaus- ja palautetyöskentelyn sekä kirjallisen oheismateriaaliin tutustumisen avulla. Opiskelijoiden kokemukset mallin annista itselle vaihtelivat heidän aiempien opetuskokemustensa ja vahvuuksiensa mukaan. Molemmat tutkimuksen opiskelijoista olivat valmiita käyttämään mallia myös tulevassa opettajantyössään. Kokeilun tulokset kannustavat tarjoamaan luokanopettajakoulutuksen liikuntakasvatuksessa myös malliperustaista opiskelua pyrittäessä edistämään liikuntakasvatuksen oppilaskeskeisiä ja oppilaiden vastuunkantoa edistäviä työtapoja sekä opiskelijoiden oman pedagogisen ajattelun ja toiminnan avartumista.

Sport Education is proposed as an instructional model addressing concerns regarding traditional approaches to teaching physical education. Therefore, the purpose of this study was to examine the reflective accounts of cohort of in-service physical education teachers after learning about, and teaching, a season of Sport Education. Four female elementary and middle school physical education teachers participated in a professional development course organized by the university and the course focused on implementing instructional models. Data were gathered from interviews with the teachers and analyzed using inductive constant comparison. The teachers reported that the Sport Education model required more planning and preparation than traditional teaching and that they were more supervising and helping than teaching. All teachers adjusted the Sport Education model according to their own understanding, the context and the group. All teachers perceived that the students were actively engaged, cooperated and learned new skills. The study showed that regular physical education teachers can through professional development effectively implement a novel curriculum model.

Teacher learning is crucial to the teaching profession, because it has been connected to improvedteaching practices and student learning. Initial teacher education is an important phase in thelearning to teach continuum and experiences from teacher education can have a significantimpact, although individual and contextual factors interact in complex way in teacher learning(Johnston, 1992; Rovegno, 1993). Teacher cognition and teaching practice exists in aninterdependent relationship and practical knowledge (PK) has been used as a term in describinghow teachers integrate knowledge from different sources into conceptual frameworks that guidetheir actions in practice (Siedentop & Tannehill, 2000; Verloop, Van Driel, & Meijer, 2001).Therefore, understanding pre-service teachers' PK can help to bridge the gap between theory atuniversity and the practice of teaching. The study was framed with an explorative approachwhere beginning pre-service teachers in physical education (PE) participated in learningactivities and the intension was to investigate the construction of PK in physical educationpreservice teachers. The pre-service teachers were in the beginning of their studies so datacollection was integrated into their first methods course in physical education teacher education(PETE). Data collection included written journals (portfolios) in which 28 pre-service teachersdescribed and developed individual didactical milestones` (PK) that will guide their futureteaching in PE. The written journals was also a first step to for them to reflect on their learning.This paper is part of a larger project with an intent to investigate what and how PK is constructedduring initial PETE and will present results after the first semester. By exploring andunderstanding pre-service teachers' learning of practical knowledge, we believe that we create astrong foundation for pre-service teachers to develop, understand, articulate and utilize PK in alife-long PE teaching perspective.