The meanings of friluftsliv in Physical Education Teacher Education
Bibliographic Data
| ID | 12572714 |
|---|---|
| Authors | Karin Sjödin (0009-0000-0770-2257, Örebro University, corresponding author), Mikael Quennerstedt (0000-0001-8748-8843, The Swedish School of Sport and Health Sciences, GIH Stockholm, Sweden), Johan Öhman (0000-0002-1423-4233, Örebro University) |
| Year | 2023 |
| Volume | 29 |
| Issue | 6 |
| Pages | 744-757 |
| Publication date | 2023-03-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Sport Education and Society (JOURNAL) |
| Journal identifiers | ISSN: 1357-3322 • E-ISSN: 1470-1243 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13573322.2023.2187770 |
| OpenAlex | W4327742999 |
| Language | EN |
| Citations received | 6 |
| References cited | 18 |
The aim with this article is to contribute knowledge about the meanings of friluftsliv in educational practice. This is done by investigating what friluftsliv becomes in the ongoing practices of PETE in Sweden and how these meanings are established in the studied activities. The empirical material consists of different kinds of material from friluftsliv activities in PETE programmes: study guides, field trip plans, students’ vlogs from overnight stays outdoors, video recordings from two longer field trips, audio recordings from evening seminars during the field trips and students’ written reflections after them. In order to identify meanings of friluftsliv and how these are established we used a transactional analysis based on Dewey. Five different ways of what friluftsliv becomes in PETE practice were identified in this study. The different meanings reflect the complex picture of contradictions and lack of common ground for the content and motives identified in the outdoor education field. Our study also confirms how the meaning of friluftsliv as skills is established by putting up tents, lighting fires, building wind shelters and so on, and how this contributes to a focus on the instrumental values in PETE. On the other hand, our study shows that other meanings of friluftsliv are established in the ongoing practice, where more intrinsic values are at stake even if they are often overshadowed in PETE practice. In conclusion the results also point to the potential of fritluftsliv in terms of a suggested move away from an activity-based personal and social development discourse in favour of experiences of educating for environmentally sustainable human-nature relations. The challenge is how to make these experiences educational in PETE and how to guide students in transforming experiences in more exclusive friluftsliv into pedagogical competence as future teachers using friluftsliv for different purposes in school PE
Field (mathematics · Meaning (existential · Pedagogy · Point (geometry · Sociology · TRIPS architecture · Adventure Sports and Sensation Seeking · Diverse Educational Innovations Studies · Outdoor and Experiential Education · Psychology
Emerging friluftsliv in higher education
Physical education teacher education matters – This is how!
Becoming a physical education teacher
She was a rare diamond’
The nature experiences and environmental identity of physical education teachers in Sweden and Switzerland
The transformational possibilities of liberal vocationalism
Exploring primary pre-service teachers’ use of ‘assessment for learning’ while teaching primary physical education during school placement
Gymlad - young boys learning processes and health-related social media
A transactional methodology for analysing learning
What is valued in friluftsliv within PE teacher education?—Swedish PE teacher educators’ thoughts about friluftsliv analysed through the perspective of Pierre Bourdieu
Investigating learning in physical education—a transactional approach
Young people’s uses of wearable healthy lifestyle technologies; surveillance, self-surveillance and resistance
Enacting assessment for learning in the induction phase of physical education teaching
Nordic in nature
Conflicts of interest
Educational potentials of encounters with nature
Investigating Differences in Teacher Practices Through a Complexity Theory Lens
| Unique citing works | 6 |
|---|---|
| Citations per year | 2 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |