Practicum in Physical Education Teacher Education

Abstract

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.

Practicum in Early Childhood Education: Student Teachers’ Perspective

“…The mentor teachers' support in terms of emotional and pedagogical engagement was also identified as a cherished factor by student teachers during practicum, in a study conducted by Martínez Agudo (2016). During practicum, the mentors were powerful players (Moen & Standal, 2016) and remained role models for the student teachers while they attended their activities with pre-schoolers and subsequently implemented their own teaching activities under their direct guidance.…”

Orientaciones de las prácticas profesionales en la formación de profesores de educación física: una revisión de alcance (Orientations of professional practices in physical education teacher education: a scoping review)

“…Los estudiantes en prácticas de pre-servicio consideran que esta actividad contribuyó al proceso de convertirse en docentes. Moen & Standal (2016) examinaron la realización del prácticum en la formación de profesores de educación física en Noruega, enfocándose en la asociación educativa entre profesores estudiantes, maestros cooperantes y educadores de profesores. Plantean que, aunque el currículo nacional enfatiza una asociación mutua, la evidencia revela dificultades para alcanzar este objetivo, destacando diferentes redes de cooperación y las relaciones de poder entre los grupos.…”

Praksisopplæring i kroppsøvingslærar- og idrettsutdanningar: 3 utfordringar for framtidig fagutvikling

“…I ein tredje artikkel frå dette prosjektet har vi analysert høgskule-og øvingslaer-armaterialet saman (Moen & Standal, 2016). Rammeplanane for kroppsøvingslaerar-utdanninga slår fast at høgskule-og øvingslaerarane skal opptre i eit gjensidig partnarskap og samarbeide om studentane si laering.…”