Practicum in Physical Education Teacher Education
An Educational Partnership
Bibliographic Data
| ID | 3603717 |
|---|---|
| Authors | Kjersti Mordal Moen (0000-0002-1687-8323, corresponding author), Øyvind Standal, Øyvind Førland Standal (0000-0003-0464-7875, Norwegian School of Sport Sciences) |
| Year | 2016 |
| Volume | 6 |
| Issue | 1 |
| Publication date | 2016-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/2158244016635715 |
| OpenAlex | W2290275586 |
| Language | EN |
| Citations received | 4 |
| References cited | 29 |
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 teachers and physical education teacher educators (teacher educators) were analyzed by drawing on sensitizing concepts from figurational sociology. As such, the study has intended to identify networks between the two groups, as well as the interdependent nature, and consequent power relations in the partnership. The research may shed light on understanding why it seems difficult to reach the aim in the national curriculum of a mutual partnership of the two groups in practicum
Curriculum · Focus group · General partnership · Interdependence · Mathematics education · Pedagogy · Physical education · Political science · Practicum · Social science · Sociology · Teacher education · Disability Education and Employment · Inclusion and Disability in Education and Sport · Physical Education and Pedagogy · Psychology
Cooperating Teachers’ Perceptions and Contributions to Preservice Teachers’ Professional Identities
The role of theory in physical education research
Cooperating teachers as facilitators of preservice teachers’ immersion in the educational community
Investigation of Factors Affecting the Achievement of University Students with Logistic Regression Analysis
Neither shaking nor stirring
What is a PE teacher's role? The influence of learning opportunities on role definition
Physical Education Teachers in their Figurations
Exploring the Everyday 'Philosophies' of Physical Education Teachers from a Sociological Perspective
Physical education teacher education in Norway
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
Do as we do and not as we say
Training to teach physical education in a grammar school for boys
Philosophies, Ideologies and the Practice of Physical Education
The evaluation of a cooperating physical education teachers programme (Copet)
Theory and practice in the context of practicum
Does knowing stuff like PSHE and citizenship make me a better teacher
Mentoring in TGfU teaching
The impact of the Copet programme on student PE teachers’ teaching practice experiences
School–university partnerships and physical education teacher education student learning
Teaching practice
A longitudinal study of physical education trainee teachers’ experiences on school placements in the south-east of England (1994-2004)
Enhancing the spaces of reflection
Teaching practice
Major practicum as a learning site for exercise science professionals
Young people and lifelong participation in sport and physical activity
Key Concepts in Sociology
Qualitative Studies in Special Education
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |