18 SES 01, EDUHEALTH - Educating for Equitable Health Outcomes in Physical Education. Sweden, Norway and New Zealand in a Horizon 2020 Project.
Contemporary physical education in Sweden is characterized by a strong tradition of sport and ball games which school curriculum reforms in the last few decades seem to have had no significant impact on. Despite new curricula in Sweden, HPE teachers’ practices remain unchanged. HPE teachers still have problems catering to the needs of all their pupils (Annerstedt & Larsson, 2010; Ekberg, 2016; Redelius et al. 2009). Success in PE in the form of high grades is related to active participation in sport clubs (Jakobsson et al., 2012). One of the government’s instruments for regulating teaching in PE in schools in Sweden is teacher education. The latest reforms of Swedish teacher education including physical education teacher education (PETE) place higher scientific/academic demands on teacher education programmes. One of the goals is to develop PETE students’ ability to adopt socially critical approaches and the students should, for instance, be provided opportunities to identify, analyse and question the different beliefs, norms and values that pervade PE and that may act to exclude some pupils (SOU, 2008). However, research indicates that despite these reforms, Swedish PETE does not challenge students’ conceptions about how the subject should be taught to any great extent (Schenker, 2016). The PETE students’ still want to pursue their passion for sport through teaching practices designed to lead to their pupils (even the uninterested ones) developing the same sport interests (Larsson, 2009). Larsson et al. (2016) found that although socially critical perspectives exists in PETE today, reforming the PETE curriculum per se does not necessarily challenge the doxa of PETE. As a matter of fact, the use of socially critical perspectives in PETE may (in the name of the doxa) not challenge how power and social superiority or inferiority appear in the subject. Doxa might not be set in stone, but there seems to be a need to thoroughly reconstruct PETE if future PE teachers are going to develop socially critical approaches that truly challenge the prevailing assumptions about what competencies a PE teacher should have. In this paper the key members from Sweden involved in the EDUHEALTH project will share some of their research findings to date. We will discuss mechanisms that may contribute to the difficulty of challenging taken for granted beliefs within Swedish PETE and how and why teachers’ presumptions and teaching logics, like the one of competitive sport, continue to exclude some children and youth.
Annerstedt, C. & Larsson, S. (2010) ‘I have my own picture of what the demands are’: Grading in Swedish PEH – problems of validity, comparability and fairness. European Physical Education Review 16(2):97–115. Ekberg, J-E. (2016). What knowledge appears as valid in the subject of Physical Education and Health? A study of the subject on three levels in year 9 in Sweden. Physical Education and Sport Pedagogy 21(3):249–268. Jakobsson, B. T., Lundvall, S., Redelius, K., & Engström, L. M. (2012). Almost all start but who continue? A longitudinal study of youth participation in Swedish club sports. European Physical Education Review, 18(1), 3-18. Larsson, L. (2009). Idrott – och helst lite mer idrott. Idrottslärarstudenters möte med utbildningen. Stockholm University, Sweden. Larsson, L., Linner, S., & Schenker, K. (2016). The doxa of physical education teacher education – set in stone? European Physical Education Review. Redelius, K, Fagrell, B., & Larsson, H. (2009). Symbolic capital in physical education and health: to be, to do or to know? That is the gendered question. Sport, Education and Society 14(2): 245–260. Schenker, K. (2016). Health(y) education in health and physical education. Sport, Education and Society. SOU (2008). En hållbar lärarutbildning 2008:109. The Swedish Government.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.