Kjersti Mordal Moen
Dados Biográficos
| ID | 1237505 |
|---|---|
| NOME | Kjersti Mordal Moen |
| PRENOMES | Kjersti Mordal |
| SOBRENOME | Moen |
| ASSINATURA | MOEN K M |
| AFILIAÇÕES | University of Inland Norway |
| ORCID | 0000-0002-1687-8323 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 23 |
| TOTAL DE CITAÇÕES | 63 |
| TOTAL COMO AUTOR | 23 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
Principals’ reflections on their engagement in a two-year action research project in physical education
Researchers as actors
A significant number of studies have shown that collaborative research can enable practitioners to solve practical issues while simultaneously allowing researchers to study the process of change. However, knowledge about the roles of researcher-facilitators and how these role(s) are experienced, is scarce. In this study, we explore how researchers experience and negotiate their role(s) in a collaborative research project working closely with teac…
The fourth most important school subject’ – Norwegian school principals’ perceptions of physical education
Although many studies have explored teachers’ and students’ perceptions of physical education (PE), the voices and beliefs of school principals about PE remain scarce in existing literature [Ní Chróinín, D., Fletcher, T., Jess, M., & Corr, M. (2020). A major review of stakeholder perspectives on the purposes of primary physical education. European Physical Education Review, 26(2), 322–336]. In Norway, a new national curriculum for PE was introduc…
Success is a journey, not a destination’
The turn from healthism. Teacher educators’ invention of educational logics of health within Pete in Norway
Who holds the power? Norwegian media portrayals of the changing room in physical education
From kindergarten to primary school – Physical education as a support for students’ transition
The transition from kindergarten to primary school is a significant event in children's education, garnering increasing political and social attention in Norway and globally. With the growing focus on educational transitions and continuity, this study examines the role of physical education (PE) in facilitating students’ transition into primary school in Norway. The study was conducted across four Norwegian primary schools, utilising semi-structu…
‘What we have done now is more student-centred’
Although reflection has a key position in the development of teachers’ pedagogical practices, few studies have investigated the development of physical education teachers’ reflections over time. Against this backdrop, this study seeks to answer the following research question: ‘How does a one-year participatory action research project using Cooperative Learning as a pedagogical intervention influence PE teachers’ reflections about teaching and le…
Taking action for social justice in HPE classrooms through explicit critical pedagogies
Background : A focus on equity, democracy and social justice in HPE is pertinent in an era where there are growing concerns about the impact of neoliberal globalisation and precariousness of society (Kirk 2020 Kirk, D. 2020. Precarity, Critical Pedagogy and Physical Education. London: Routledge. [Google Scholar]). Although there is advocacy for teaching approaches in HPE that address issues of social justice, there is limited empirical research o…
A relational perspective on students' experiences of participation in an ‘Interest-based physical education’ programme
While many students participate autonomously in physical education (PE), research shows that students who do not participate in leisure sport are less likely to perceive PE positively. Attempting to optimise the reciprocal student (↔) PE relationship and secure equal opportunities for learning in PE, schools in a Norwegian county developed an ‘Interest-based PE’ programme offering students a choice of two PE approaches: a sports approach (SA), fo…
Teaching for Student and Societal Wellbeing in HPE
We currently find ourselves living in precarious times, with old and new social inequities on the rise due to the challenges associated with an unprecedented rise of global migration and neoliberalism, amplified in our post COVID-19 world. Research has demonstrated that there is a high correlation between inequality at the societal level and the overall health and wellbeing of individuals within those societies. We believe that school health and …
Cooperative learning in physical education
Background: Although a review of literature on Cooperative Learning (CL) in Physical Education (PE) has shown that CL can facilitate student learning in all legitimate learning domains for PE [Casey, A., and V. A. Goodyear. 2015. “Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature.” Quest 67 (1): 56–72. doi:10.1080/00336297.2014.984733], we need further knowledge about student learning which …
Social Justice Pedagogies in School Health and Physical Education—Building Relationships, Teaching for Social Cohesion and Addressing Social Inequities
A focus on equity and social justice in school health and physical education (HPE) is pertinent in an era where there are growing concerns about the impact of neoliberal globalization and the precariousness of society. The aim of the present study was to identify school HPE teaching practices that promote social justice and more equitable health outcomes. Data were generated through 20 HPE lesson observations and post-lesson interviews with 13 HP…
School HPE
In a world of increasing diversity in which many established democracies are now consumed by capitalist individualism and protectionist ideals, a focus on equity and social justice is particularly pertinent. For many years, scholars have proposed that schools have the educational responsibility to prepare children for peaceful living in a heterogeneous society and claimed that health and physical education (HPE) activities at school can enhance i…
While we may lead a horse to water we cannot make him drink’
Instead of ‘the frenetic rush’ to find effective models of continuing professional development (CPD) that will ‘work’, Armour et al. (2017, What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society, 22(7), 799–811. https://doi.org/10.1080/13573322.2015.1083000) suggest rethinking the nature of effective CPD by drawing on the work of John Dewey, and particularly his notion of education …
Problems created by the (un)clear boundaries between physical education and physical activity health initiatives in schools
This article explores the relationship between physical education as a school subject, and physical activity health initiatives in schools. Drawing on curriculum theory and discourse theory we study policy documents related to physical education and school-based physical activity initiatives. We explore the boundaries of knowledge between physical education and physical activity that can be identified in two Norwegian policy documents. We are par…
The enactment of social justice in HPE practice
For more than 40 years, health and physical education (HPE) academics in universities and teacher education colleges have drawn attention to issues of social justice specific to the context of PE and advocated for teachers in fields, gymnasiums and other physical activity spaces to do a better job of promoting more equitable outcomes for all students. Building on this advocacy, in the late 1990s, countries such as Sweden, Norway and New Zealand d…
Exploring social justice pedagogies in health and physical education through Critical Incident Technique methodology
In this paper, we describe and reflect on the Critical Incident Technique (CIT) methodology used to explore how secondary school health and physical education (HPE) teachers address social justice in their teaching practice. The paper is informed by data generated as part of an ongoing three-year international research project involving eight physical education teacher education (PETE) researchers from three different countries. One of the genera…
Caring teaching and the complexity of building good relationships as pedagogies for social justice in health and physical education
The Health and Physical Education (HPE) profession has increasingly advocated for caring teacher-student relationships. In this paper, we draw on data from an international research project called ‘EDUHEALTH’ [Education for Equitable Health Outcomes – The Promise of School Health and Physical Education] to explore caring teaching and the complexity of building good relationships as pedagogies for social justice in HPE. The data reported on in thi…
Researching social justice and health (in)equality across different school Health and Physical Education contexts in Sweden, Norway and New Zealand
The way school Health and Physical Education (HPE) is conceptualized and taught will impact on its ability to provide equitable outcomes across gender, sexuality, ethnicity, religion and social class. A focus on social justice in HPE is pertinent in times when these ideals are currently under threat from neoliberal globalization. This paper draws on data from the initial year of an international collaboration project called ‘Education for Equitab…
The Changing Room in Physical Education as Cross Roads Between Fields and Curricula
With a survey of physical education (PE) among a national representative sample of fifth to tenth grade students ( N = 3,226) in Norway, we investigated how students experience the changing room situation in relation to PE classes. Most students find the changing room situation unproblematic, while some report problems. A majority (59.6%) of the students disagreed with the statement "I experience that an adult is looking after us when we change/s…
Practicum in Physical Education Teacher Education
The national curricula for physical education teacher education (PETE) in Norway require that practicum is carried out in a partnership between student teachers, cooperating teachers, and teacher educators. The aim of this article is to get insights into how cooperating teachers and teacher educators express and understand their educational partnership and mutual contribution to the practicum in PETE. Focus group interviews with cooperating teach…
Theory and practice in the context of practicum
Previous studies have found that student teachers value the practicum over other parts of physical education teacher education and that they experience a gap between theory and practice in their education. The purpose of this study was to provide more knowledge about the theory–practice relations in the context of the practicum of physical education teacher education. Data were generated through focus group interviews with physical education teac…
Researching social justice and health (in)equality across different school Health and Physical Education contexts in Sweden, Norway and New Zealand
The way school Health and Physical Education (HPE) is conceptualized and taught will impact on its ability to provide equitable outcomes across gender, sexuality, ethnicity, religion and social class. A focus on social justice in HPE is pertinent in times when these ideals are currently under threat from neoliberal globalization. This paper draws on data from the initial year of an international collaboration project called ‘Education for Equitab…
The enactment of social justice in HPE practice
For more than 40 years, health and physical education (HPE) academics in universities and teacher education colleges have drawn attention to issues of social justice specific to the context of PE and advocated for teachers in fields, gymnasiums and other physical activity spaces to do a better job of promoting more equitable outcomes for all students. Building on this advocacy, in the late 1990s, countries such as Sweden, Norway and New Zealand d…
Caring teaching and the complexity of building good relationships as pedagogies for social justice in health and physical education
The Health and Physical Education (HPE) profession has increasingly advocated for caring teacher-student relationships. In this paper, we draw on data from an international research project called ‘EDUHEALTH’ [Education for Equitable Health Outcomes – The Promise of School Health and Physical Education] to explore caring teaching and the complexity of building good relationships as pedagogies for social justice in HPE. The data reported on in thi…
Teaching for Student and Societal Wellbeing in HPE
We currently find ourselves living in precarious times, with old and new social inequities on the rise due to the challenges associated with an unprecedented rise of global migration and neoliberalism, amplified in our post COVID-19 world. Research has demonstrated that there is a high correlation between inequality at the societal level and the overall health and wellbeing of individuals within those societies. We believe that school health and …
School HPE
In a world of increasing diversity in which many established democracies are now consumed by capitalist individualism and protectionist ideals, a focus on equity and social justice is particularly pertinent. For many years, scholars have proposed that schools have the educational responsibility to prepare children for peaceful living in a heterogeneous society and claimed that health and physical education (HPE) activities at school can enhance i…
Problems created by the (un)clear boundaries between physical education and physical activity health initiatives in schools
This article explores the relationship between physical education as a school subject, and physical activity health initiatives in schools. Drawing on curriculum theory and discourse theory we study policy documents related to physical education and school-based physical activity initiatives. We explore the boundaries of knowledge between physical education and physical activity that can be identified in two Norwegian policy documents. We are par…
Exploring social justice pedagogies in health and physical education through Critical Incident Technique methodology
In this paper, we describe and reflect on the Critical Incident Technique (CIT) methodology used to explore how secondary school health and physical education (HPE) teachers address social justice in their teaching practice. The paper is informed by data generated as part of an ongoing three-year international research project involving eight physical education teacher education (PETE) researchers from three different countries. One of the genera…
Theory and practice in the context of practicum
Previous studies have found that student teachers value the practicum over other parts of physical education teacher education and that they experience a gap between theory and practice in their education. The purpose of this study was to provide more knowledge about the theory–practice relations in the context of the practicum of physical education teacher education. Data were generated through focus group interviews with physical education teac…
While we may lead a horse to water we cannot make him drink’
Instead of ‘the frenetic rush’ to find effective models of continuing professional development (CPD) that will ‘work’, Armour et al. (2017, What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society, 22(7), 799–811. https://doi.org/10.1080/13573322.2015.1083000) suggest rethinking the nature of effective CPD by drawing on the work of John Dewey, and particularly his notion of education …
A relational perspective on students' experiences of participation in an ‘Interest-based physical education’ programme
While many students participate autonomously in physical education (PE), research shows that students who do not participate in leisure sport are less likely to perceive PE positively. Attempting to optimise the reciprocal student (↔) PE relationship and secure equal opportunities for learning in PE, schools in a Norwegian county developed an ‘Interest-based PE’ programme offering students a choice of two PE approaches: a sports approach (SA), fo…
The Changing Room in Physical Education as Cross Roads Between Fields and Curricula
With a survey of physical education (PE) among a national representative sample of fifth to tenth grade students ( N = 3,226) in Norway, we investigated how students experience the changing room situation in relation to PE classes. Most students find the changing room situation unproblematic, while some report problems. A majority (59.6%) of the students disagreed with the statement "I experience that an adult is looking after us when we change/s…
Practicum in Physical Education Teacher Education
The national curricula for physical education teacher education (PETE) in Norway require that practicum is carried out in a partnership between student teachers, cooperating teachers, and teacher educators. The aim of this article is to get insights into how cooperating teachers and teacher educators express and understand their educational partnership and mutual contribution to the practicum in PETE. Focus group interviews with cooperating teach…
Theory and practice in the context of practicum
Previous studies have found that student teachers value the practicum over other parts of physical education teacher education and that they experience a gap between theory and practice in their education. The purpose of this study was to provide more knowledge about the theory–practice relations in the context of the practicum of physical education teacher education. Data were generated through focus group interviews with physical education teac…
Practicum in Physical Education Teacher Education
The national curricula for physical education teacher education (PETE) in Norway require that practicum is carried out in a partnership between student teachers, cooperating teachers, and teacher educators. The aim of this article is to get insights into how cooperating teachers and teacher educators express and understand their educational partnership and mutual contribution to the practicum in PETE. Focus group interviews with cooperating teach…
Researching social justice and health (in)equality across different school Health and Physical Education contexts in Sweden, Norway and New Zealand
The way school Health and Physical Education (HPE) is conceptualized and taught will impact on its ability to provide equitable outcomes across gender, sexuality, ethnicity, religion and social class. A focus on social justice in HPE is pertinent in times when these ideals are currently under threat from neoliberal globalization. This paper draws on data from the initial year of an international collaboration project called ‘Education for Equitab…
The Changing Room in Physical Education as Cross Roads Between Fields and Curricula
With a survey of physical education (PE) among a national representative sample of fifth to tenth grade students ( N = 3,226) in Norway, we investigated how students experience the changing room situation in relation to PE classes. Most students find the changing room situation unproblematic, while some report problems. A majority (59.6%) of the students disagreed with the statement "I experience that an adult is looking after us when we change/s…
Caring teaching and the complexity of building good relationships as pedagogies for social justice in health and physical education
The Health and Physical Education (HPE) profession has increasingly advocated for caring teacher-student relationships. In this paper, we draw on data from an international research project called ‘EDUHEALTH’ [Education for Equitable Health Outcomes – The Promise of School Health and Physical Education] to explore caring teaching and the complexity of building good relationships as pedagogies for social justice in HPE. The data reported on in thi…
Cooperative learning in physical education
Background: Although a review of literature on Cooperative Learning (CL) in Physical Education (PE) has shown that CL can facilitate student learning in all legitimate learning domains for PE [Casey, A., and V. A. Goodyear. 2015. “Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature.” Quest 67 (1): 56–72. doi:10.1080/00336297.2014.984733], we need further knowledge about student learning which …
Social Justice Pedagogies in School Health and Physical Education—Building Relationships, Teaching for Social Cohesion and Addressing Social Inequities
A focus on equity and social justice in school health and physical education (HPE) is pertinent in an era where there are growing concerns about the impact of neoliberal globalization and the precariousness of society. The aim of the present study was to identify school HPE teaching practices that promote social justice and more equitable health outcomes. Data were generated through 20 HPE lesson observations and post-lesson interviews with 13 HP…
School HPE
In a world of increasing diversity in which many established democracies are now consumed by capitalist individualism and protectionist ideals, a focus on equity and social justice is particularly pertinent. For many years, scholars have proposed that schools have the educational responsibility to prepare children for peaceful living in a heterogeneous society and claimed that health and physical education (HPE) activities at school can enhance i…
While we may lead a horse to water we cannot make him drink’
Instead of ‘the frenetic rush’ to find effective models of continuing professional development (CPD) that will ‘work’, Armour et al. (2017, What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society, 22(7), 799–811. https://doi.org/10.1080/13573322.2015.1083000) suggest rethinking the nature of effective CPD by drawing on the work of John Dewey, and particularly his notion of education …
Problems created by the (un)clear boundaries between physical education and physical activity health initiatives in schools
This article explores the relationship between physical education as a school subject, and physical activity health initiatives in schools. Drawing on curriculum theory and discourse theory we study policy documents related to physical education and school-based physical activity initiatives. We explore the boundaries of knowledge between physical education and physical activity that can be identified in two Norwegian policy documents. We are par…
The enactment of social justice in HPE practice
For more than 40 years, health and physical education (HPE) academics in universities and teacher education colleges have drawn attention to issues of social justice specific to the context of PE and advocated for teachers in fields, gymnasiums and other physical activity spaces to do a better job of promoting more equitable outcomes for all students. Building on this advocacy, in the late 1990s, countries such as Sweden, Norway and New Zealand d…
Exploring social justice pedagogies in health and physical education through Critical Incident Technique methodology
In this paper, we describe and reflect on the Critical Incident Technique (CIT) methodology used to explore how secondary school health and physical education (HPE) teachers address social justice in their teaching practice. The paper is informed by data generated as part of an ongoing three-year international research project involving eight physical education teacher education (PETE) researchers from three different countries. One of the genera…
Taking action for social justice in HPE classrooms through explicit critical pedagogies
Background : A focus on equity, democracy and social justice in HPE is pertinent in an era where there are growing concerns about the impact of neoliberal globalisation and precariousness of society (Kirk 2020 Kirk, D. 2020. Precarity, Critical Pedagogy and Physical Education. London: Routledge. [Google Scholar]). Although there is advocacy for teaching approaches in HPE that address issues of social justice, there is limited empirical research o…
A relational perspective on students' experiences of participation in an ‘Interest-based physical education’ programme
While many students participate autonomously in physical education (PE), research shows that students who do not participate in leisure sport are less likely to perceive PE positively. Attempting to optimise the reciprocal student (↔) PE relationship and secure equal opportunities for learning in PE, schools in a Norwegian county developed an ‘Interest-based PE’ programme offering students a choice of two PE approaches: a sports approach (SA), fo…
Teaching for Student and Societal Wellbeing in HPE
We currently find ourselves living in precarious times, with old and new social inequities on the rise due to the challenges associated with an unprecedented rise of global migration and neoliberalism, amplified in our post COVID-19 world. Research has demonstrated that there is a high correlation between inequality at the societal level and the overall health and wellbeing of individuals within those societies. We believe that school health and …
‘What we have done now is more student-centred’
Although reflection has a key position in the development of teachers’ pedagogical practices, few studies have investigated the development of physical education teachers’ reflections over time. Against this backdrop, this study seeks to answer the following research question: ‘How does a one-year participatory action research project using Cooperative Learning as a pedagogical intervention influence PE teachers’ reflections about teaching and le…
Success is a journey, not a destination’
The turn from healthism. Teacher educators’ invention of educational logics of health within Pete in Norway
Who holds the power? Norwegian media portrayals of the changing room in physical education
From kindergarten to primary school – Physical education as a support for students’ transition
The transition from kindergarten to primary school is a significant event in children's education, garnering increasing political and social attention in Norway and globally. With the growing focus on educational transitions and continuity, this study examines the role of physical education (PE) in facilitating students’ transition into primary school in Norway. The study was conducted across four Norwegian primary schools, utilising semi-structu…
Principals’ reflections on their engagement in a two-year action research project in physical education
Researchers as actors
A significant number of studies have shown that collaborative research can enable practitioners to solve practical issues while simultaneously allowing researchers to study the process of change. However, knowledge about the roles of researcher-facilitators and how these role(s) are experienced, is scarce. In this study, we explore how researchers experience and negotiate their role(s) in a collaborative research project working closely with teac…
The fourth most important school subject’ – Norwegian school principals’ perceptions of physical education
Although many studies have explored teachers’ and students’ perceptions of physical education (PE), the voices and beliefs of school principals about PE remain scarce in existing literature [Ní Chróinín, D., Fletcher, T., Jess, M., & Corr, M. (2020). A major review of stakeholder perspectives on the purposes of primary physical education. European Physical Education Review, 26(2), 322–336]. In Norway, a new national curriculum for PE was introduc…
Physical Education and Pedagogy (23 obras) · Pedagogy (19 obras) · Sociology (18 obras) · Inclusion and Disability in Education and Sport (17 obras) · Physical education (17 obras) · Psychology (13 obras) · Social science (12 obras) · Mathematics education (11 obras) · Political science (11 obras) · Qualitative research (8 obras)