Claes Annerstedt
Datos Biográficos
| ID | 6556770 |
|---|---|
| NOMBRE | Claes Annerstedt |
| NOMBRES | Claes |
| APELLIDO | Annerstedt |
| FIRMA | ANNERSTEDT C |
| AFILIACIONES | University of Gothenburg |
| ORCID | 0000-0002-3807-6946 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 26 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2010 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 2 |
The Second Women’s Olympic Games, Gothenburg, 1926
Teachers’ actor-oriented transfer of movement pedagogy knowledge in physical education
Background Physical education (PE) teachers in practically all countries are expected to help their students develop movement capability. To achieve this objective, teachers need certain knowledge and competencies. The question of how PE teachers should develop their capacities to achieve this task has received only limited research attention.Aim The broad objective of this paper is to contribute to the literature on how PE teachers can develop k…
Applying learning theories in learning how to teach physical education
The aim of our study was to explore how collaborative learning processes unfold when teacher education students apply learning theories in order to learn how to teach Physical Education in a project carried out in addition to the regular teaching in PETE. In the project’s social practice, 46 student teachers worked in groups to complete four tasks that support learning how to teach based on six learning theories. The tasks were arranged according…
The grade alone provides no learning’
This paper explores the four inter-dependent elements of assessment literacy proposed by Hay and Penney [(2013). Assessment in physical education. A sociocultural perspective. New York: Routledge] – assessment comprehension, assessment application, assessment interpretation and critical engagement with assessment. More specific, the study reported in this paper addresses how Norwegian physical education teachers reflected assessment literacy in d…
Learning through group work in physical education
In line with contemporary constructivist pedagogies, students are frequently expected to learn through interaction in physical education (PE). There is a relatively sophisticated body of literature focusing on learning in groups, peer teaching, and cooperative learning. Current research has not, however, focused on how the body is implicated in interactional learning. This is surprising given that much learning in PE is expected to take place in …
Managing physical education lessons
Physical education (PE) lessons involve complex and dynamic interactive sequences between students, equipment and teacher. The potential for unexpected and/or unintended events is relatively large, a point reflected in an increasing amount of scholarship dealing with classroom management (CM). This scholarship further suggests that unexpected and disruptive events negatively impact on learning and can have deleterious effects on teacher health. D…
What did they learn in school today? A method for exploring aspects of learning in physical education
This paper outlines a method for exploring learning in educational practice. The suggested method combines an explicit learning theory with robust methodological steps in order to explore aspects of learning in school physical education. The design of the study is based on sociocultural learning theory, and the approach adds to previous research within the field, both in terms of the combination of methods used and the claims made in our studies.…
Moving towards Inclusion
The 1920s was characterised by a struggle over the social acceptance and inclusion of women's track and field disciplines into international organisations. The debate was particularly heated between Alice Milliat, the then president of the Fédération Sportive Féminine Internationale, and the members of the International Athletic Federation and International Olympic Committee. Underlying the debate were differing assumptions about gender ideals an…
‘I have my own picture of what the demands are … ’
The main purpose of this study is to focus on Swedish PE teachers’ experiences with a criterion-referenced grading system and its practical consequences. It aims specifically at investigating the dimensionality of grades and how teacher reason and effectuate when grading students. The study consists of two parts: quantitative data collection of grades in PE given between 2000 and 2009 and 20 semi-structured interviews with PE teachers that were a…
What did they learn in school today? A method for exploring aspects of learning in physical education
This paper outlines a method for exploring learning in educational practice. The suggested method combines an explicit learning theory with robust methodological steps in order to explore aspects of learning in school physical education. The design of the study is based on sociocultural learning theory, and the approach adds to previous research within the field, both in terms of the combination of methods used and the claims made in our studies.…
Learning through group work in physical education
In line with contemporary constructivist pedagogies, students are frequently expected to learn through interaction in physical education (PE). There is a relatively sophisticated body of literature focusing on learning in groups, peer teaching, and cooperative learning. Current research has not, however, focused on how the body is implicated in interactional learning. This is surprising given that much learning in PE is expected to take place in …
Moving towards Inclusion
The 1920s was characterised by a struggle over the social acceptance and inclusion of women's track and field disciplines into international organisations. The debate was particularly heated between Alice Milliat, the then president of the Fédération Sportive Féminine Internationale, and the members of the International Athletic Federation and International Olympic Committee. Underlying the debate were differing assumptions about gender ideals an…
‘I have my own picture of what the demands are … ’
The main purpose of this study is to focus on Swedish PE teachers’ experiences with a criterion-referenced grading system and its practical consequences. It aims specifically at investigating the dimensionality of grades and how teacher reason and effectuate when grading students. The study consists of two parts: quantitative data collection of grades in PE given between 2000 and 2009 and 20 semi-structured interviews with PE teachers that were a…
Moving towards Inclusion
The 1920s was characterised by a struggle over the social acceptance and inclusion of women's track and field disciplines into international organisations. The debate was particularly heated between Alice Milliat, the then president of the Fédération Sportive Féminine Internationale, and the members of the International Athletic Federation and International Olympic Committee. Underlying the debate were differing assumptions about gender ideals an…
Managing physical education lessons
Physical education (PE) lessons involve complex and dynamic interactive sequences between students, equipment and teacher. The potential for unexpected and/or unintended events is relatively large, a point reflected in an increasing amount of scholarship dealing with classroom management (CM). This scholarship further suggests that unexpected and disruptive events negatively impact on learning and can have deleterious effects on teacher health. D…
What did they learn in school today? A method for exploring aspects of learning in physical education
This paper outlines a method for exploring learning in educational practice. The suggested method combines an explicit learning theory with robust methodological steps in order to explore aspects of learning in school physical education. The design of the study is based on sociocultural learning theory, and the approach adds to previous research within the field, both in terms of the combination of methods used and the claims made in our studies.…
Learning through group work in physical education
In line with contemporary constructivist pedagogies, students are frequently expected to learn through interaction in physical education (PE). There is a relatively sophisticated body of literature focusing on learning in groups, peer teaching, and cooperative learning. Current research has not, however, focused on how the body is implicated in interactional learning. This is surprising given that much learning in PE is expected to take place in …
The grade alone provides no learning’
This paper explores the four inter-dependent elements of assessment literacy proposed by Hay and Penney [(2013). Assessment in physical education. A sociocultural perspective. New York: Routledge] – assessment comprehension, assessment application, assessment interpretation and critical engagement with assessment. More specific, the study reported in this paper addresses how Norwegian physical education teachers reflected assessment literacy in d…
Applying learning theories in learning how to teach physical education
The aim of our study was to explore how collaborative learning processes unfold when teacher education students apply learning theories in order to learn how to teach Physical Education in a project carried out in addition to the regular teaching in PETE. In the project’s social practice, 46 student teachers worked in groups to complete four tasks that support learning how to teach based on six learning theories. The tasks were arranged according…
Teachers’ actor-oriented transfer of movement pedagogy knowledge in physical education
Background Physical education (PE) teachers in practically all countries are expected to help their students develop movement capability. To achieve this objective, teachers need certain knowledge and competencies. The question of how PE teachers should develop their capacities to achieve this task has received only limited research attention.Aim The broad objective of this paper is to contribute to the literature on how PE teachers can develop k…
The Second Women’s Olympic Games, Gothenburg, 1926
Physical Education and Pedagogy (7 obras) · Psychology (7 obras) · Mathematics education (6 obras) · Pedagogy (5 obras) · Sociology (5 obras) · Computer Science (4 obras) · Engineering (4 obras) · Inclusion and Disability in Education and Sport (4 obras) · Physical education (4 obras) · Motivation and Self-Concept in Sports (3 obras)