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Forskning pekar på flera utmaningar för ämnet idrott och hälsa och lärarutbildningen i idrott och hälsa. Lärarstudenter har ofta ett starkt idrottshabitus samtidigt som den gedigna idrottsbakgrunden också kan påverka hur undervisningsinnehållet under utbildningen tas emot och utvecklas (Dowling, 2011; Ferry & Romar, 2020; Mordal-Moen & Green, 2014). En del utbildningsprogram har fått kritik för att vara ineffektiva när det gäller att utmana lärarstudenters initiala uppfattningar. Studier visar att en del av lärarstudenterna bevarar många av sina predispositioner intakta under lärarutbildningen där deras tidigare lärare under skolgången eller tränare från föreningsidrotten fortsatt har en stor påverkan på studenternas uppfattningar om vad ämnet ska omfatta, innehålla och leda till (Larsson et. at., 2017; Romar, Ferry & Åström, 2018). Ämnet idrott och hälsa har därtill en svag klassificering (Bernstein, 1975) med tolkningsbara, och som vissa menar, otydliga lärandeobjekt vilket lämnar stort handlingsutrymme till den enskilde läraren (Ekberg, 2009). Det visar sig också vara svårt att överföra ämneskunskaper från lärarutbildningen till skolans kontext där det finns en överhängande risk för en så kallad wash-out effekt (utbildningen ger liten effekt när de kommer ut på fältet) då den verklighet de möter i skolans värld inte ser ut som den de upplevt som lärarstudent (Blankenship & Coleman, 2009). Lärarutbildningen matchar inte alltid skolans verklighet och blivande lärare i idrott och hälsa ställs inför utmaningar i form av verklighetschock, marginalisering och isolering (se ex. Ferry & Westerlund, 2022). Reflekterande samtal och reflektion på olika nivåer om såväl ämnet som yrket blir därför viktigt under utbildningen för att förbereda studenterna för sitt kommande yrkesliv. Ett pågående forskningsprojekt (Ferry, Åström & Romar, 2022) om vilka uppfattningar lärarstudenter har om vilken praktisk lärarkunskap de anser vara viktig i framtiden indikerar ett behov av ökad reflektion runt lärarrollen och undervisning under utbildningen, framförallt avseende kritiska perspektiv på ämnet.

Syfte och teoretisk ram: Syftet med denna presentation/workshop är därför att presentera vårt arbetssätt med PDK som utvecklats och testats här på lärarutbildningen vid Umeå universitet. Våra lärdomar och tentativa resultat kommer att presenteras utifrån de studentintervjuer som gjorts och diskussioner lärarutbildare emellan haft om våra reflekterande inslag under ämnesdidaktiska studierna i idrott och hälsa. Som utgångspunkt för reflektion och utifrån våra tidigare resultat i våra forskningsprojekt använder vi oss av van Manens (1977) modell där tre nivåer av reflektion föreslås: teknisk, praktisk och politisk/etisk reflektion. Den tekniska reflektionen handlar de medel som läraren använder sig av snarare än om de mål som undervisningen syftar till och kan handla om hur undervisningen bedrivs i exempelvis idrottshallen med organisation, struktur och den utrustning som finns tillgänglig. Praktisk reflektion handlar om att förstå de antaganden som ligger till grund för praktisk handling i salen. Varför gör jag som jag gör vad gjorde att jag valde just detta upplägg? Den tredje nivån, politisk/etisk reflektion, som ofta benämns som kritisk reflektion handlar om att förstå de antaganden som ligger till grund för praktisk handling och handlar om att reflektera över målen i ljuset av bredare sociala, politiska och etiska sammanhang. Enligt van Manen (1977) innebär kritisk reflektion en ständig kritik av dominerande grupper, normer, makt, institutioner och hämmande former av auktoritet.

Diskussion och slutsatser: Sex huvudteman definierades av oss universitetslärare som angelägna områden utifrån LGR22 och identifierade utvecklingsområden att reflektera kring under de ämnesdidaktiska studierna: anpassad fysisk aktivitet, kunskap och lärande, hälsoperspektivet, bedömning och betygsättning, ramfaktorer och normkritik. För varje tema skapades frågor med syftet att utmana lärarstudenternas uppfattningar. Workshopen vill syfta till att dels presentera hur PDK har använts under våra ämnesdidaktiska kurser för att kontinuerligt och mer systematiskt sätta lärarrollen och elevernas reflektion i fokus och dels ta del av och diskutera hur andra lärosäten arbetar med reflektion på olika nivåer inom lärarutbildningen. Vår förhoppning är att PDK tillsammans med andra reflektionsuppgifter bättre rustar våra studenter inför en framtida yrkeskarriär.

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.

During the professional socialization phase, i.e during PETE, pre-service teachers’ develop their knowledge and beliefs about teaching and learning in physical education. This development is person specific, and influenced by, among other things individuals experience and background, and the content treated during teacher education. One specific part of this knowledge, which is seen as central for teachers, is the practical knowledge. A form of knowledge which Elbaz (1983) described as the “the complex sets of understanding which teachers actively use to shape and direct their teaching”, and the term is used to describe how teachers integrate knowledge from different sources into conceptual frameworks that guide their actions in practice (Siedentop & Tannehill, 2000). The objective of this exploratory study was to analyze the development of pre-service teachers’ practical knowledge, in this study expressed as didactical milestones (DM), during the professional socialization phase. The study draws on 39 pre-service teachers’ written assignment during their first and third semester of physical education and health (PEH) method courses during PETE. The task of the assignment was to describe 10 individual DMs that will guide their future teaching in PEH. The analysis of the DMs was both qualitative with content analysis, and quantitative for comparisons of frequencies. The result shows that there is a significant difference in the distribution of DMs between the two occasions (p<.05). During the first semester, a large part of the students DMs was pedagogical and focused on instructional strategies (HOW). During the third semester, there was a more even distribution between the different categories of instructions (HOW), the teacher role (WHO) and the students (WHOM). Given the important role the development of teacher knowledge has in PETE, this result indicates that the method courses has an influence on pre-service teachers’ development of practical knowledge.

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.

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.

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.

This dissertation has examined the conditions for teachers who teach Physical Education and Health (PEH) in elementary school (age 11-12) and their opportunities to pursue inclusive teaching with the aim of reaching all pupils. The compilation thesis consists of four different articles and provides knowledge from the perspectives of pupils and teachers, but it also includes teaching and learning processes that were studied in situ. The first article contributes to knowledge on how different related variables affect learning motivation and how cultural aspects influence and affect shaping patterns of attitudes, beliefs, and values shared by pupils. Based on and selected from the sample of the first study, the second article examines low-motivated pupils’ perceptions about learning in the subject and their representations of teaching, learning and participating in PEH. The third article takes the teacher’s perspective into account and examines teachers’ discursive representations of low motivated pupils and related beliefs regarding inclusive teaching and strategies for reaching all pupils. The last article presents a case study examining teaching and learning in PEH in situ and demonstrating how a teacher’s assumptions about the purpose of PEH and consequent interactions with a student assumed to be “low motivated” had effects that were detrimental to the student’s confidence and capacity to engage and learn in PEH. The general major findings and the suggested implications of the results have been discussed and organized from the two major dichotomies involved in the two fundamental inclusive perspectives: a categorical perspective (problems are sited within individuals) and a relational perspective (perceived problems occur in the interaction between an individual and the surrounding environment). Applying a categorical perspective, pupils categorized as “low motivated” toward learning in PEH experienced little opportunity to influence either content or form and also had difficulties in verbalizing the aim and purpose of the subject. Despite long-term health-related goals, they had difficulties understanding and connecting to PEH. The pupils also had difficulties connecting with their teachers, who were described as being insensitive, uncaring, or inflexible and forcing “unrealistic” goals on them when they did not feel competent at mastering the content relative to their peers. The studies confirm that learning motivation is strongly related to perceived competence, and low learning motivation is related to feelings of anxiety, especially for girls. Teachers, on the other hand, attributed motivation problems to the individual (the pupil) or the context (social background, parents, etc.) rather than the situation, their own teaching in class. Teachers had various strategies for teaching inclusively. Cooperative and collaborative methods, such as using skilled pupils or pupils with the “right” attitude as role models for behavioral transfer or “strategic grouping,” were mentioned as inclusive teaching strategies. Adapting the rules of games or traditional sports so that everyone started on the same level was another strategy. By presenting a multi-activity approach to teaching with many different sports, pupils were assumed to be able to find “their” particular sports. Results also showed that the stereotyping of “low motivated” pupils often is related to the teacher’s own perception of what is experienced as essential learning in the subject. Applying a relational perspective, focus is on the system beyond the individual. Based on the results of these studies, the subject seems to be influenced and guided by two logics or discourses: fostering to sports and related values, and health and fitness. Both logics also highlight the importance of content and form in teaching. The sport discourse seems to create a situation where normative performance-oriented components have negative consequences for certain pupils. A general use of a multi-activity approach for structuring the content with short-term units, using primarily team sports and ball games, can be argued counterproductive for pupils, especially for those pupils who start at lower skill levels. This approach with fragmentary or blurred learning objectives may then contribute to disservice in a long-term perspective. This, combined with the effect of high activity and unilateral focus on exercise risks blurring of other possible learning dimensions in the subject, and may also contribute to the alienation of pupils who lack skill, ability, or interest in the subject. With inclusive intentions abilities in the subject may need to be reconceived and alternative abilities recognized to challenge the established order and normalized ways of thinking in terms of content and form. Teaching efforts that give primary consideration to the individual needs of “marginalized” pupils may be necessary if inclusive intentions are to be met. It is therefore suggested that teachers need to look beyond the traditionally trodden paths and challenge the currently dominating discourses that influence PEH. Reinforcing other learning dimensions and reconceiving abilities to go beyond the emphasis on skill and performance may strengthen pupils in other areas they possess. Differentiated teaching must not lose sight of needs that are common to a group or a class as a whole, but rather, it must also consider the needs of each individual.

Teachers need to improve knowledge and skills to enhance, improve and explore their teaching practices. This paper reports on a one-year teacher development program with teachers with different teaching experience teaching PEH in elementary school in Sweden. In this paper the focus will be on how teachers perceive different teaching competences in relation to teaching experience and their own needs. The paper draws on data from interviews involving eight teachers, field notes from monthly meetings and focus-group interviews. The participants were made up of a mix of senior (>15 years work experience), junior (<5 years) intermediate teachers (5-15 years). Overall teachers experience a lack of development focusing on subject-matter in their schools. The junior teachers were more willing to test new ideas and to take more initiative to try out new pedagogical ideas in the classroom. The senior teachers on the other hand were ascribed to have competence, experience and routine to handle nearly any situation that may arise in their classrooms. The junior teachers felt that they could benefit greatly from those experiences and the wisdom that the senior teachers shared. All teachers said that the juniors might benefit from and learn many things from the senior teachers, such as how to interact with and communicate with pupils, parents, as well as colleagues and other school staff either in situations related to the actual teaching that takes place in the physical education classroom, i.e. the sports hall, or in other job-related situations. Both the junior and the senior teachers stated that the senior teachers had more of a ´professional distance´ to the pupils and that junior teachers had more of a peer relation in comparison to the senior teachers. To conclude the senior teachers were positively affected by the manner in which the junior teachers used new ideas and the new syllabus in planning of practice. The senior teachers felt re-vitalized by the energy and commitment demonstrated by the junior teachers. On the other hand competences related to the teaching role in a broader sense than solely the lessons, junior teacher seem to benefit from the interaction with the more experienced teachers. It is suggested that there is a need for teacher development programs for elementary teachers teaching PEH were exchange of ideas and competences between junior and senior teachers are used more deliberate to improve teaching.

This inquiry draws on interviews, focus group discussions and dialogues with fourteen teachers of Physical Education and Health (PEH) in Sweden. The aim was to study what discursive beliefs these teachers hold regarding important learning objectives and general aims for the subject and how these can be understood. Furthermore, what implications do the discursive beliefs have and how do they conduct their teaching in order to reach all pupils? The results show that the type of learning objectives teachers consider and find essential in PEH create certain pupils who get labeled as low motivated for the subject. Norms and values from sports contexts outside school affect teachers' perceptions of important learning objectives, and pupils not involved in sports outside school are likely to be low motivated for PEH according to the teachers. Teachers refer the problem with motivation to the individual (the pupil) or the contextual level (social background, parents etc.) rather than to the situational level – their own teaching in the class.