Björn Tolgfors
Biographic Data
| ID | 4638591 |
|---|---|
| NAME | Björn Tolgfors |
| GIVEN NAMES | Björn |
| FAMILY NAME | Tolgfors |
| SIGNATURE | TOLGFORS B |
| AFFILIATIONS | Örebro University |
| ORCID | 0000-0002-1773-7792 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 29 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Physical education teacher education matters – This is how!
Previous research has presented contrasting notions of the potential impact of physical education teacher education (PETE) on professional teaching practice. Despite growing scholarship on PETE, work is needed to better understand how PETE can matter to would-be physical education (PE) teachers and teaching in the subject. This article aims to provide insights into when and how PETE matters to further understand how programmes can prepare preserv…
Assessment for and of learning in nonlinear movement education practices
Background Principles such as instructional alignment and step-by-step progression are often seen as crucial features of good assessment practices in school physical education (PE). These features are problematic from nonlinear educational perspectives, which are based on the idea that movement learning cannot be expected to take place in the same manner for all students. Without some resolution of the contradiction between nonlinear pedagogies a…
Why assessment in physical education is still problematic
Assessment has received considerable attention from researchers in the field of physical education (PE). Many scholars have examined either formative assessment or summative assessment, with their focus leading to different questions and considerations. In this review, we examine how and why both formative and summative assessment have been problematized by PE scholars. Through a critical interpretive synthesis, we identify: (1) the main problems…
Physical education teachers’ experiences of the meaning of feedback in PE
This study explores how newly qualified physical education (PE) teachers experience the meaning of feedback through reflections on their assessment practices. We focus on the use, purpose, and content of feedback in PE practice. Assessment practices in PE have generally been used for grading purposes, often with little connection to the preceding teaching and learning. The educational quality of feedback depends on teachers’ knowledge of what is …
Holistic assessment in school physical education
This article focuses on teachers’ responsiveness to changes in assessment policy and how new guidelines affect assessment and grading practices in school physical education (PE). The previous national curriculum in Sweden directed many teachers towards an atomistic approach to assessment. The reformed guidelines, in contrast, mandate that teachers should strive for holistic assessment . Thus, the purpose of this study was to generate an understan…
A PE teacher’s tale
As part of a longitudinal research project on the transition from physical education teacher education (PETE) to school physical education (PE) in Sweden and exploring whether and how PETE matters, this article uses narrative inquiry to 'represent' a PE teacher's professional journey from PETE to the induction phase of PE teaching. The study focuses on his use of, and reflections on, 'assessment for learning' (AfL) at different stages of his teac…
Exploring Movement Composition in the transition from physical education teacher education to school PE
Background Scholars have suggested that students’ views of what is important for them to know as Physical Education (PE) teachers are a result of what is assessed in Physical Education Teacher Education (PETE). Thus, there is a risk that students will reproduce content areas such as sports and assess sport-techniques without much critical consideration. In this study, however, the risk of reproducing what is prioritised in PETE is seen as an oppo…
Sara’s story
The tension between different views of what should be prioritised in teacher preparation can be understood as the distance between the first space of scientific ‘know-why’ and the second space of practical ‘knowhow’. The aim of this study is to explore how the gap between these spaces is bridged by a teacher educator, more specifically an Adjunct Lecturer, operating within a third space [Zeichner, K. (2010). Rethinkingthe connections between camp…
How does physical education teacher education matter? A methodological approach to understanding transitions from Pete to school physical education
Background In this paper, we will address the question of how physical education teacher education (PETE) matters and suggest one way to explore the potential impact of PETE. A distinguishing feature of the studies of PETE's impact on physical education is that they either include perspectives from preservice teachers involved in PETE courses or perspectives from physical education teachers in schools looking back at their education. Longitudinal…
The glocalization of physical education assessment discourse
Educational discourse is becoming increasingly globalized. This trend is particularly pronounced in the area of assessment, where notions of accountability, comparability, and competition have become prevalent in many countries. Scholars have critiqued this trend. They contend that global assessment discourse provides educators with decontextualized terms and concepts for teaching, which have little connection to the lives of learners. The specif…
Enacting assessment for learning in the induction phase of physical education teaching
In many countries, assessment for learning (AfL) is recommended in both policy and research as a concept that should be integrated into the teaching of physical education (PE) in schools. AfL is also part of physical education teacher education (PETE) programs in several countries and, consequently, something future PE teachers are expected to practice in their teaching. In a previous study ( Tolgfors et al., 2021 ), we showed how AfL was transmi…
Between ideal teaching and ‘what works’
The purpose of this study is to explore the recontextualisation of Assessment for Learning (AfL) as a particular content area in the transition between a university course and a school placement course within Swedish physical education teacher education (PETE). By combining Basil Bernstein’s pedagogic device and Stephen Ball’s performativity perspective, we alternately ask how AfL is constructed as a pedagogic discourse and what AfL becomes in di…
Promoting integration through physical education (?)
A common problem in contemporary western societies is segregation, which is also reflected in schools. The point of departure for this study is a political initiative in Sweden, where pupils are being transported by bus from a suburb to different schools in the city with the aim of promoting integration and improved performance results. The study focuses on the teaching practice of Physical Education (PE) at one of the schools where ‘the bus for …
Transformative assessment in physical education
This article focuses on assessment processes in the school subject of physical education (PE). Inspired by Torrance, the overarching research question is: ‘What might assessment involve if it focuses on the development and identification of collective understanding, collaboratively produced through educational experiences?’ The purpose of the study is to illustrate what characterises transformative assessment and show how it can be addressed in P…
The implications of assessment for learning in physical education and health
This article deals with the implications of assessment for learning (AfL) in upper secondary physical education and health (PEH). Inspired by the research field that emanates from the concept of governmentality, the study is concerned with how AfL guides teachers’ and students’ actions in certain directions. Based on teachers’ descriptions of how they integrate formative assessment in their teaching practice, the purpose of this article is to inv…
The implications of assessment for learning in physical education and health
This article deals with the implications of assessment for learning (AfL) in upper secondary physical education and health (PEH). Inspired by the research field that emanates from the concept of governmentality, the study is concerned with how AfL guides teachers’ and students’ actions in certain directions. Based on teachers’ descriptions of how they integrate formative assessment in their teaching practice, the purpose of this article is to inv…
Between ideal teaching and ‘what works’
The purpose of this study is to explore the recontextualisation of Assessment for Learning (AfL) as a particular content area in the transition between a university course and a school placement course within Swedish physical education teacher education (PETE). By combining Basil Bernstein’s pedagogic device and Stephen Ball’s performativity perspective, we alternately ask how AfL is constructed as a pedagogic discourse and what AfL becomes in di…
Enacting assessment for learning in the induction phase of physical education teaching
In many countries, assessment for learning (AfL) is recommended in both policy and research as a concept that should be integrated into the teaching of physical education (PE) in schools. AfL is also part of physical education teacher education (PETE) programs in several countries and, consequently, something future PE teachers are expected to practice in their teaching. In a previous study ( Tolgfors et al., 2021 ), we showed how AfL was transmi…
Promoting integration through physical education (?)
A common problem in contemporary western societies is segregation, which is also reflected in schools. The point of departure for this study is a political initiative in Sweden, where pupils are being transported by bus from a suburb to different schools in the city with the aim of promoting integration and improved performance results. The study focuses on the teaching practice of Physical Education (PE) at one of the schools where ‘the bus for …
Transformative assessment in physical education
This article focuses on assessment processes in the school subject of physical education (PE). Inspired by Torrance, the overarching research question is: ‘What might assessment involve if it focuses on the development and identification of collective understanding, collaboratively produced through educational experiences?’ The purpose of the study is to illustrate what characterises transformative assessment and show how it can be addressed in P…
Sara’s story
The tension between different views of what should be prioritised in teacher preparation can be understood as the distance between the first space of scientific ‘know-why’ and the second space of practical ‘knowhow’. The aim of this study is to explore how the gap between these spaces is bridged by a teacher educator, more specifically an Adjunct Lecturer, operating within a third space [Zeichner, K. (2010). Rethinkingthe connections between camp…
Why assessment in physical education is still problematic
Assessment has received considerable attention from researchers in the field of physical education (PE). Many scholars have examined either formative assessment or summative assessment, with their focus leading to different questions and considerations. In this review, we examine how and why both formative and summative assessment have been problematized by PE scholars. Through a critical interpretive synthesis, we identify: (1) the main problems…
A PE teacher’s tale
As part of a longitudinal research project on the transition from physical education teacher education (PETE) to school physical education (PE) in Sweden and exploring whether and how PETE matters, this article uses narrative inquiry to 'represent' a PE teacher's professional journey from PETE to the induction phase of PE teaching. The study focuses on his use of, and reflections on, 'assessment for learning' (AfL) at different stages of his teac…
The implications of assessment for learning in physical education and health
This article deals with the implications of assessment for learning (AfL) in upper secondary physical education and health (PEH). Inspired by the research field that emanates from the concept of governmentality, the study is concerned with how AfL guides teachers’ and students’ actions in certain directions. Based on teachers’ descriptions of how they integrate formative assessment in their teaching practice, the purpose of this article is to inv…
Transformative assessment in physical education
This article focuses on assessment processes in the school subject of physical education (PE). Inspired by Torrance, the overarching research question is: ‘What might assessment involve if it focuses on the development and identification of collective understanding, collaboratively produced through educational experiences?’ The purpose of the study is to illustrate what characterises transformative assessment and show how it can be addressed in P…
Promoting integration through physical education (?)
A common problem in contemporary western societies is segregation, which is also reflected in schools. The point of departure for this study is a political initiative in Sweden, where pupils are being transported by bus from a suburb to different schools in the city with the aim of promoting integration and improved performance results. The study focuses on the teaching practice of Physical Education (PE) at one of the schools where ‘the bus for …
Between ideal teaching and ‘what works’
The purpose of this study is to explore the recontextualisation of Assessment for Learning (AfL) as a particular content area in the transition between a university course and a school placement course within Swedish physical education teacher education (PETE). By combining Basil Bernstein’s pedagogic device and Stephen Ball’s performativity perspective, we alternately ask how AfL is constructed as a pedagogic discourse and what AfL becomes in di…
The glocalization of physical education assessment discourse
Educational discourse is becoming increasingly globalized. This trend is particularly pronounced in the area of assessment, where notions of accountability, comparability, and competition have become prevalent in many countries. Scholars have critiqued this trend. They contend that global assessment discourse provides educators with decontextualized terms and concepts for teaching, which have little connection to the lives of learners. The specif…
Enacting assessment for learning in the induction phase of physical education teaching
In many countries, assessment for learning (AfL) is recommended in both policy and research as a concept that should be integrated into the teaching of physical education (PE) in schools. AfL is also part of physical education teacher education (PETE) programs in several countries and, consequently, something future PE teachers are expected to practice in their teaching. In a previous study ( Tolgfors et al., 2021 ), we showed how AfL was transmi…
How does physical education teacher education matter? A methodological approach to understanding transitions from Pete to school physical education
Background In this paper, we will address the question of how physical education teacher education (PETE) matters and suggest one way to explore the potential impact of PETE. A distinguishing feature of the studies of PETE's impact on physical education is that they either include perspectives from preservice teachers involved in PETE courses or perspectives from physical education teachers in schools looking back at their education. Longitudinal…
Exploring Movement Composition in the transition from physical education teacher education to school PE
Background Scholars have suggested that students’ views of what is important for them to know as Physical Education (PE) teachers are a result of what is assessed in Physical Education Teacher Education (PETE). Thus, there is a risk that students will reproduce content areas such as sports and assess sport-techniques without much critical consideration. In this study, however, the risk of reproducing what is prioritised in PETE is seen as an oppo…
Sara’s story
The tension between different views of what should be prioritised in teacher preparation can be understood as the distance between the first space of scientific ‘know-why’ and the second space of practical ‘knowhow’. The aim of this study is to explore how the gap between these spaces is bridged by a teacher educator, more specifically an Adjunct Lecturer, operating within a third space [Zeichner, K. (2010). Rethinkingthe connections between camp…
Assessment for and of learning in nonlinear movement education practices
Background Principles such as instructional alignment and step-by-step progression are often seen as crucial features of good assessment practices in school physical education (PE). These features are problematic from nonlinear educational perspectives, which are based on the idea that movement learning cannot be expected to take place in the same manner for all students. Without some resolution of the contradiction between nonlinear pedagogies a…
Why assessment in physical education is still problematic
Assessment has received considerable attention from researchers in the field of physical education (PE). Many scholars have examined either formative assessment or summative assessment, with their focus leading to different questions and considerations. In this review, we examine how and why both formative and summative assessment have been problematized by PE scholars. Through a critical interpretive synthesis, we identify: (1) the main problems…
Physical education teachers’ experiences of the meaning of feedback in PE
This study explores how newly qualified physical education (PE) teachers experience the meaning of feedback through reflections on their assessment practices. We focus on the use, purpose, and content of feedback in PE practice. Assessment practices in PE have generally been used for grading purposes, often with little connection to the preceding teaching and learning. The educational quality of feedback depends on teachers’ knowledge of what is …
Holistic assessment in school physical education
This article focuses on teachers’ responsiveness to changes in assessment policy and how new guidelines affect assessment and grading practices in school physical education (PE). The previous national curriculum in Sweden directed many teachers towards an atomistic approach to assessment. The reformed guidelines, in contrast, mandate that teachers should strive for holistic assessment . Thus, the purpose of this study was to generate an understan…
A PE teacher’s tale
As part of a longitudinal research project on the transition from physical education teacher education (PETE) to school physical education (PE) in Sweden and exploring whether and how PETE matters, this article uses narrative inquiry to 'represent' a PE teacher's professional journey from PETE to the induction phase of PE teaching. The study focuses on his use of, and reflections on, 'assessment for learning' (AfL) at different stages of his teac…
Physical education teacher education matters – This is how!
Previous research has presented contrasting notions of the potential impact of physical education teacher education (PETE) on professional teaching practice. Despite growing scholarship on PETE, work is needed to better understand how PETE can matter to would-be physical education (PE) teachers and teaching in the subject. This article aims to provide insights into when and how PETE matters to further understand how programmes can prepare preserv…
Physical Education and Pedagogy (15 works) · Physical education (13 works) · Pedagogy (12 works) · Inclusion and Disability in Education and Sport (10 works) · Mathematics education (10 works) · Psychology (10 works) · Sociology (8 works) · Student Assessment and Feedback (8 works) · Teacher education (6 works) · Political science (4 works)