Dette er siste tekst-versjon av artikkelen, og den kan inneholde små forskjeller fra forlagets pdf-versjon. Forlagets pdf-versjon finner du på www.tandfonline.com: http://dx.doi. org/10.1080/13573322.2012.670114 This is the final text version of the article, and it may contain minor differences from the journal's pdf version. ABSTRACTThis paper examines the place of reflexivity in the 'philosophies' and practices of physical education (PE) teacher educators in Norway. Using a case-study approach to one quite typical institution delivering PE teacher education in Norway, semi-structured interviews were conducted with 15 teacher educators. Analysis of the data generated by the study was inspired by the principles of grounded theory. Noteworthy among the findings was that the teacher educators viewed learning to teach PE in much the same way as they viewed PE itself -as an essentially practical process revolving around the teaching and coaching of sports skills. Consequently, there was little evidence that the teacher educators either engaged themselves or sought to develop in their students anything other than weaker forms of reflexivity; that is, focusing on the student-teachers' development of their practical sporting and teaching skills. The discussion focuses on the contextual constraints -in the form of a combination of local and national contexts -that served to encourage the teacher educators at Nord UC to reproduce the kinds of (typically conservative) ideologies and practices in PETE that they were already habitually predisposed towards. In light of the evidence from this study, the paper concludes by reconsidering the claim that the rise of reflexivity as a dominant concept and a generic professional disposition has been one of the major trends in teacher education generally and PETE in particular.

Dette er siste tekst-versjon av artikkelen, og den kan inneholde små forskjeller fra forlagets pdf-versjon. Forlagets pdf-versjon finner du på www.tandfonline.com: http://dx.doi.org/10. 1080/13573322.2012.719867 This is the final text version of the article, and it may contain minor differences from the journal's pdf version. ABSTRACTA feature of academic literature on physical education teacher education (PETE) is the expectation that it can and should impact upon student teachers' beliefs and prospective practices in some significant ways. This is despite research over the last 20 years or more alluding to the apparent failure of PETE to 'shake or stir' (Evans, Davies and Penney, 1996) what might be termed the (typically conservative and conventional) pre-dispositions of student and early career PE teachers. In this paper, we examine the perceptions of PE student teachers in Norway in order to ascertain just what it is that makes them so resistant to change and, for that matter, such infertile ground for sowing the seeds of reflexivity. The study involved semi-structured interviews with 41 PE student teachers from the three routes through teacher education available at Nord UC. Among the main themes identified in the data were the PE students' perceptions of: the purposes (and ostensible benefits) of school PE and PETE as well as the nature of PETE itself (including subsidiary themes of sporting and teaching skills, other 'competencies', school placements, mentoring and mentors, PETEs' teaching styles and the students teachers' relationships with the PETEs). The paper concludes that, as far as the students at Nord UC were concerned, the significance of PETE revolved around the programme's efficacy in developing the sporting skills and teaching techniques they viewed as central to their preparation for teaching. The minimal impact of the more theoretical aspects of PETE appeared to be partly attributable to the students' perceptions of PE as synonymous with sport in schools and partly to their particularly pragmatic orientations towards PETE. In this vein, the students viewed experience as the most important, most legitimate 'evidence' on which to base their beliefs and practices and were resistant to the 'theory' of teacher education, rationalizing their tendencies to select the evidence that suited them.