The doxa of physical education teacher education – set in stone
Bibliographic Data
| ID | 12565429 |
|---|---|
| Authors | Lena Larsson (0000-0001-7908-5956, Department of Sport Sciences, Linnaeus University, Kalmar, Sweden), Susanne Linnér (0000-0002-3970-9792, Linnaeus University), Katarina Schenker (0000-0001-9971-5353, Linnaeus University, corresponding author) |
| Year | 2016 |
| Volume | 24 |
| Issue | 1 |
| Pages | 114-130 |
| Publication date | 2016-09-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Physical Education Review (JOURNAL) |
| Journal identifiers | ISSN: 1356-336X • E-ISSN: 1741-2749 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1356336x16668545 |
| OpenAlex | W2518956363 |
| Language | EN |
| Citations received | 29 |
| References cited | 44 |
In this paper, we critically examine the potential of assessment components in physical education teacher education (PETE) to either reinforce or challenge PETE students’ conceptions of what a physical education (PE) teacher needs to know to teach this school subject. To understand the mechanisms that may contribute to the difficulty of challenging these taken-for-granted beliefs (doxa) within PETE, we draw on the theories and concepts of Pierre Bourdieu. Two different kinds of empirical material are analysed: one consists of 62 essays, written by PETE students before starting their degree programme, dealing with their conceptions of PE teachers’ competencies, while the second consists of course booklets and assessment components used within one PETE programme. The study shows that implicit prerequisites and conditions in assessment components are very similar to the conceptions of competencies in PETE students’ statements. The study also shows that taken-for-granted beliefs may be challenged, but at the same time, we argue, the use of socially critical perspectives in PE practice may also (in the name of the doxa) stigmatise those who are not physically active in their leisure time as well as those who do not look fit and sporty, and thus does not challenge the way power and social superiority or inferiority appear in PE
Doxa · Epistemology · Mathematics education · Pedagogy · Physical education · Set (abstract data type · Sociology · Subject (documents · Teacher education · Inclusion and Disability in Education and Sport · Physical Education and Pedagogy · Psychology · Sport and Mega-Event Impacts
Physical education teacher education matters – This is how!
Using Critical Social Theory as Professional Learning to Develop Scholar—Practitioners in Physical Education
Exploring pedagogies of embodiment in physical education teacher education
Integrated movement education – an emerging signature pedagogy in Pete
Pre-service teachers' experiences of hobby horsing in physical education teacher education
Exploring Movement Composition in the transition from physical education teacher education to school PE
Cognitive activation in preservice physical education teachers’ beliefs–insights into different stages of professional socialization
Discussing the Case for Use of Practically Assessed Structured Scenarios (Pass) as a Mode of Assessment in Physical Education Teacher Education and Sport Coaching Programs
Interpreting, translating, and embedding school curriculum in physical education teacher education
It's already set in my mind’
“Reflective practice” in physical education
Narratives of Incarcerated Indonesian Young People
Experiences of slow movement practices in upper secondary school physical education
Exploring social justice pedagogies in health and physical education through Critical Incident Technique methodology
Why don't you really learn anything in PEH?’ – Students’ experiences of valid knowledge and the basis for assessment in physical education and health (PEH)
Researching social justice and health (in)equality across different school Health and Physical Education contexts in Sweden, Norway and New Zealand
Moving beyond rigid orthodoxies in the teaching and assessment of movement in Swedish physical education teacher education
Between ideal teaching and ‘what works’
Becoming a physical education teacher
Social Justice Pedagogies in School Health and Physical Education—Building Relationships, Teaching for Social Cohesion and Addressing Social Inequities
From individual to lifelong environmental processes
Conceptions of health among undergraduate physical education students
Arriving in the body – students’ experiences of yoga based practices (YBP) in physical education teacher education (Pete)
Sara’s story
What is the meaning of PE? Exploring the influence of an educational curriculum approach on students’ participation and non-participation in physical education
Understandings and enactments of social justice pedagogies in Swedish physical education and health practice
Enacting assessment for learning in the induction phase of physical education teaching
In search of a critical Pete programme
Exploring the meaning of movement capability in physical education teacher education through student voices
Handbook of Physical Education
Rethinking Assessment in Higher Education
Outline of a Theory of Practice
The Logic of Practice
‘I have my own picture of what the demands are … ’
Policy borrowing, policy learning
Health(y) education in Health and Physical Education
Neither shaking nor stirring
Symbolic capital in physical education and health
Bourdieu and the social space of the PE class
Physical education teacher education in Norway
Reflecting on the moral bases of critical pedagogy in Pete
Are PE teacher identities fit for postmodern schools or are they clinging to modernist notions of professionalism?’ A case study of Norwegian PE teacher students’ emerging professional identities
Teachers, Teaching and the Social Construction of Gender Relations
An economy of gendered practices? Learning to teach physical education from the perspective of Pierre Bourdieu's embodied sociology
Ethics, politics and bio-pedagogy in physical education teacher education
Being a competent athlete or a competent teacher? Aesthetic experiences in physical education teacher education
An investigation into the perceived level of personal subject knowledge and competence of a group of pre-service physical education teachers towards the teaching of secondary school gymnastics
Theory and practice in the context of practicum
Does knowing stuff like PSHE and citizenship make me a better teacher
Student teachers’ understanding and application of assessment for learning during a physical education teacher education course
Pre-service physical education teachers’ perceptions of subject knowledge
Exploring PE teachers’ ‘gut feelings’
We should assess the students in more authentic situations’
The interaction of factors which influence secondary student physical education teachers’ knowledge and development as teachers
The game within the game
Becoming a health and physical education (HPE) teacher
An examination of knowledge prioritisation in secondary physical education teacher education courses
Closing the gap in a generation
Reproduction in education, society, and culture
Assessment and the promotion of academic values
| Unique citing works | 29 |
|---|---|
| Citations per year | 3,22 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 29 |