På fredag den 17 maj 2019 lägger Heléne Bergentoft fram sin avhandling i idrottsvetenskap vid Göteborgs universitet, Lärande av rörelseförmåga i idrott och hälsa ur ett praktikutvecklande perspektiv. Disputationen äger rum i Pedagogen, Hus C, Margareta Huitfeldts auditorium, kl 13:00.
Avhandlingsarbetet har bedrivits med stöd av huvudhandledaren professor Mona Holmqvist, Malmö universitet och de biträdande handledarna professor Claes Annerstedt, Göteborgs universitet, och universitetslektor Dean Barker, Örebro universitet
Professor Karin Redelius, Gymnastik- och idrottshögskolan, GIH är fakultetsopponent, och betygsnämnden utgörs av docent Angelika Kullberg, Institutionen för didaktik och pedagogisk profession, Göteborgs universitet; docent Martin Stigmar, Institutionen för skolutveckling och ledarskap, Malmö universitet; samt docent Katarina Schenker, Institutionen för idrottsvetenskap, Linnéuniversitetet.
Avhandlingen är baserad på nedanstående artiklar:
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- Barker, D, Bergentoft, H., & Nyberg, G. (2017). What would physical educators know about movement education? Quest, 69(4), ss. 419-435.
- Holmqvist Olander, M., Bergentoft, H, & Selin, P. (2018). Teacher researchers creating communities of research practices. Teacher Development, 22(2), ss. 191-209.
- Bergentoft, H. (2015). Teachers’ learning: Interventions based on previous teaching experiences. I: Dawn Garbett & Alan Ovens (Red.), Teaching for Tomorrow Today (ss. 229-236). Auckland: Edify Ltd.
- Holmqvist Olander, M., & Bergentoft, H. (2014). Theoretical based instruction – a key to powerful improvements when learning to regulate body tension in an upper secondary school. International Journal for Lesson and Learning Studies, 3(1), ss. 24-45.
- Bergentoft, H. (2018). Running – a way to increase body awareness in secondary school Physical Education. European Physical Education Review, ss. 1-19. doi: 10.1177/1356336X18814035
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Avhandlingens kappa kan hämtas ned här.
Abstract
The aim of this investigation was to explore how the connections between teaching and learning about movement capability in the school subject physical education and health can be developed and transferred through research in practice development. Three research questions guided the investigation (1) What areas regarding teaching of movement capability in the school subject physical education and health have been studied in relation to teachers’ teaching assignment? (2) What necessary prerequisites are required to systematize and transfer research in practice development on movement capability between educational contexts? (3) What linkages are made visible between the treatment of learning content, the teaching design and students’ learning through variation in lesson design? Cultural-historical perspective and variation theory were used as frameworks and the methodology, mixed method research. The empirical data consists of published articles, video-observed lessons, recorded meetings with teachers and students, pre- and post-tests. The findings position the thesis in a guided teaching perspective. Moreover, findings show how the connection between teaching and learning about movement capability systematically can be developed and transferred between teaching contexts through iterative processes with revised lessons based on students’ knowledge. By the use of variation theory, understanding of the meaning of movement capability became more nuanced and itemized. The results also illustrate how the collaboration between teachers and researchers generated development of science-based teaching of movement capability.
