tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Background In school-based physical education (PE) programs, teachers’ task to identify, assess, manage and communicate risk and safety and balance these with other pedagogical concerns is complex. Teachers’ knowledge is essential in generating quality PE and their specialized knowledge of risk and safety management (RSM) is crucial for creating safe learning environments and educative opportunities for students. However, studies of teachers’ RSM knowledge seem scarce and particularly studies including teachers’ perspectives. Purpose The purpose of this study is to explore how teachers develop their RSM knowledge for PE programs. Methods To gain data on teachers’ perspectives on RSM semistructured in-depth interviews were used to generate data. The study involves 17 primary and lower secondary PE teachers from Norway.… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Background: Over the past five decades, the number of people from refugee backgrounds in developed countries has been on the constant rise. Although the field of refugee and forced migration studies in relation to education and sport has grown considerably in recent years, very little is known about refugee-background students’ perceptions of Physical Education (PE). Purpose: The aim of this study was to investigate refugee-background students’ perceptions of PE in Swedish high schools, using a salutogenic approach. Participants and settings: This qualitative study was conducted in two Swedish high schools and involved eleven students from refugee backgrounds aged 16–18 years (seven boys and four girls) who originated from a variety of countries including Afghanistan, Syria, Somalia, Ethiopia and… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Purpose: The purpose of this conceptual article is to explore how Bernstein’s concepts can further our understanding of the internal structure of knowledge informing physical education (PE) and the transmission of knowledge from its site of production into the school subject. In the process of constructing a school subject, knowledge is chosen and decontextualised from where it is produced and then recontextualised into the pedagogic context. This process involves a subjective selection of what is valued as important knowledge. That which is stipulated in the curriculum is regarded as legitimate knowledge worth transmitting to the younger generation. This article offers a deepened understanding of the organising principles of knowledge and the transformation of knowledge into the recontextualised field… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This cluster randomized controlled trial (trial-number #) compares effects of two school-based physical activity interventions (aerobic vs. cognitively-engaging) on reading, mathematics, and spelling achievement; and whether effects are influenced by volume of moderate-to-vigorous physical activity and baseline achievement. Twenty-two primary schools participated, where a third and fourth grade class were randomly assigned to the intervention or control group. Intervention groups were randomly assigned to a 14-week aerobic or cognitively-engaging intervention, receiving four physical education lessons a week. Control groups followed their regular physical education program. Academic achievement of 891 children (mean age 9.17 years, 49.4% boys) was assessed with standardized tests before and after the interventions. Post-Test academic achievement did not significantly differ between intervention groups and control group.… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article investigates the empirical ground for transfer thinking about the practical aesthetic school subjects (PAS). We investigate the conceptual framework and methodological possibilities and constraints concerning transfer from the PAS to other domains, and analyse the transfer arguments in arts and crafts and physical education (PE) within the context of the Nordic countries specifically. We find that there is not much research about how educational objectives, content, and teaching and working methods, assessment forms, learning processes and learning outcomes are linked together. Accordingly, the transfer from one school subject to other subjects or domains is challenging to justify. We outline an alternative perspective on transfer in PAS in general, and in arts and crafts and PE specifically… Continue Reading →
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