(Non-)Diversity and Cultural (Re)Production in Physical Education Teacher Education: A Swedish Example

Autor/inn/en	Larsson, Håkan; Mattsson, Torun; Ferry, Magnus
Titel	(Non-)Diversity and Cultural (Re)Production in Physical Education Teacher Education: A Swedish Example
Quelle	In: Curriculum Studies in Health and Physical Education, 13 (2022) 1, S.3-18 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Larsson, Håkan) ORCID (Ferry, Magnus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2574-2981
DOI	10.1080/25742981.2021.1979416
Schlagwörter	Physical Education Teachers; Teacher Education Programs; Foreign Countries; Case Studies; Student Characteristics; Undergraduate Students; Team Sports; Physical Activities; Student Diversity; Movement Education; Educational Benefits; Student Attitudes; Student Recruitment; Social Influences; Sweden + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Ausland; Case study; Fallstudie; Case Study; Mannschaftssport; Bewegungsbildung; Bildungsertrag; Schülerverhalten; Sozialer Einfluss; Schweden
Abstract	Research about physical education teacher education (PETE) indicates that the education program attracts homogeneous groups of students, consisting mainly of young men originating from the country in question and who have academic backgrounds. The purpose of this article is, through a case study of one Swedish PETE institution, to explore a cohort of 60 students regarding background characteristics (gender, social and migration background) and secondary characteristics (school success, experience of sport and physical activity cultures, and perceived physical ability). The case study indicated that the students have slightly more diverse backgrounds than is found in previous PETE research, but at the same time, they remain fairly homogeneous regarding, e.g. such as school success, the experience of sport and physical activity, and perceived physical ability. Attracting a more diverse group of students does not mean necessarily that the students are equally diverse when it comes to experiences of movement culture, and the abilities and knowledge that they have gained from participation in this culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01