Being a competent athlete or a competent teacher? Aesthetic experiences in physical education teacher education

Abstract

The aim of this study was to explore physical education teacher education students’ meaning-making of participating in lessons – in this case gymnastics and basketball – based on their aesthetic judgements, expressed in written stories. A transactional approach, drawing on the work of John Dewey, was used in the study and the empirical data was generated through observations and collection of students’ written stories. A practical epistemology analysis was used in order to explore the students’ meaning-making in-depth. The purposes that the students ascribed to participating in the lessons were to develop both as athletes and as teachers. When analysing the stories, the importance of being a competent athlete emerged as the main purpose of participating in the lessons, and the majority of the students never included the purpose of developing as a teacher in their stories at all. By making the competent athlete the centre of their participation, other positions of participation were excluded or marginalized. However, even if all the students’ stories contribute to the collective appropriation of the type, the majority did not include the projected, ideal type in all respects. In their stories, it was clear that many of the students expressed a tension between doing gymnastics or basketball within the context of competitive sport and doing the same activities within the context of physical education teacher education. Even if the students did not fulfil this awareness of contrasting ideals by undoing ‘the competent athlete’ completely, many of them did highlight the conflict.

Meaningful Experiences in Physical Education and Youth Sport: A Review of the Literature

“…Because our focus was on young people's (under 18 years of age) meaningful engagement in physical education and youth sport settings, we did not review articles focused on, for example, the ways others, such as university-aged students or pre-service teachers experienced meaningfulness in physical education and youth sport (cf. Maivorsdotter, Lundvall, & Quennerstedt, 2014). While we recognize the significant and rich body of conceptual research exploring meaningful engagement (see Hawkins, 2008;Kretchmar, 2001Kretchmar, , 2005aKretchmar, , 2007Kretchmar, , 2008McCaughtry & Rovegno, 2001), much of which we drew on to articulate our understanding of meaningful engagement, we saw value in synthesizing the empirical evidence currently available to support these theoretical perspectives and therefore limited our review to empirical research.…”

Instruktør eller underviser? En analyse af kompetencemålsprøven i undervisningsfaget ”Idræt” på Læreruddannelsen i Danmark

“…Det, at skulle vurderes på indholdsviden, laegger ifølge international forskning sit eget unikke pres og marginaliserer at fremvise paedagogisk og professionsfaglig viden (Maivorsdotter et al, 2014). Det genkendes i dette studie, og for- Observationsnoten illustrerer, hvor stort presset på at vise bevaegelseskvalitet i sig selv blev.…”

“…I Sverige og Norge, hvor idraets-og uddannelseskulturen ligner den danske, handler idraetslaereruddannelsens prøve imidlertid om at vise "atleten". Således beskriver 39 ud af 40 idraetslaererstuderende følelsen af, at de først skulle leve op til at vaere gode atleter, før de kunne involvere sig i at blive gode undervisere (Maivorsdotter, Lundvall & Quennerstedt, 2014).…”

“…I vurderingen af idraetslaereruddannelse og -prøve identificerer svensk forskning et spaendingsfelt mellem at vaegte evnen til at bevaege sig versus evnen til at undervise (Maivorsdotter et al, 2014). Spaendingsfeltet illustreres i figur 2 Spaendingsfeltet illustrerer to yderpositioner i den betydning, vi tillaegger bevaegelsesfaerdigheder.…”

Faire pratiquer des activités physiques, sportives et artistiques dans la formation STAPS : quelle contribution à la professionnalisation des étudiants se destinant aux métiers de l'enseignement ?

“…Leur vocation est plutôt d'initier et/ou développer les compétences des étudiants dans une APSA, comme le ferait une Education Physique de niveau universitaire, en continuité avec une éducation physique lycéenne ». Il s'agirait donc pour Cizeron d'opérer une transformation de ces enseignements pour qu'ils ne soient pas seulement contributifs de l'élévation potentielle d'une performance sportive mais qu'ils contribuent, de par l'expérience pratique vécue en leur sein, à plus ou moins long terme à la professionnalisation des étudiants(Maivorsdotter, Lundvall & Quennerstedt, 2014). Pour d'autres auteurs, cette transformation n'est pas chose aisée.…”