GIH biblioteket

   
 
"Man vill ju ha med sig alla eleverna i undervisningen" [Elektronisk resurs] Didaktiska val och genusmönster i skolämnet idrott och hälsa
Your basket is empty
Vis
Main Entry - Personal Name
Title Statement
  • "Man vill ju ha med sig alla eleverna i undervisningen" [Elektronisk resurs] Didaktiska val och genusmönster i skolämnet idrott och hälsa
Publication, Distribution, etc. (Imprint)
  • Linnaeus University Press, Växjö : 2021
Physical Description
  • 174
General Note
  • filosofie doktor
Dissertation Note
  • Diss. , 2021
Summary, etc
  • This dissertation concerns teachers’ didactic choices and gender patterns in the Swedish school subject of Physical Education and Health (PEH). The study can be described as institutionally ethnographic, rooted in a social constructionist perspective. The purpose of the study is twofold: First, it examines how PEH teachers describe their teaching practices and instruction based on their didactic choices, and the consequences that these choices have interms of how opportunities for participation is shared among the students. To analyse these findings, the study uses Bernstein’s conceptual framework in combination with elements of systemic functional linguistics. Second, it investigates teachers’ didactic choices in relation to conceptions of gender and how questions relating to gender become relevant in and through their teaching practice and instruction. To interpret what makes it possible for gender patterns to be created and upheld, or questioned and challenged, concepts taken from gender theorising are used. Data was collected from semi-structured interviews with 14 PEH teachers from14 secondary schools in Southern Sweden. The interviews were based on observations of the teachers’ teaching practices with a specific focus on their instruction. The results show that teachers’ didactic choices are complex and are in many ways dependent on various factors. The teachers make adaptations and modify their instruction based on unexamined preconceptions, which can be understood based on the cultural and historical context in which PEH have developed. The strong traditions that inform teaching entail unequal sharing ofopportunities for participation among the students, which contributes to girlsand boys being reproduced as separate gender categories. At the same time, theteachers have a problematising aim, which creates opportunities for inclusiveand equitable instruction that challenges gender patterns. A precondition of the challenging of gender patterns  in PEH appeared to exist when the organisation of instructional activities cannot be clearly linked to a certain - gender-coded - sport or activity. Gender patterns can be challenged if the teachers organise their instruction so as not to be based on unexamined preconceptions about a particular group of students. At the same time, it is also essential that there are clear rules when instruction is delivered and that teachers clearly communicate what is expected of the students in the actual teaching situation. This study shows that instructional practices create the conditions for change in gender patterns in Physical Education and Health, while at the same time, change places high demands on teachers’ didactic choices and how they are conveyed through instruction
Index Term - Uncontrolled
Added Entry - Personal Name
Added Entry - Corporate Name
Supplement Parent Entry
  • channel record IMP(SE-LIBR)xg8k5tz83v0gp3l
Additional Physical Form Entry
  • Oliynyk, Inga "Man vill ju ha med sig alla eleverna i undervisningen" ISBN 9789189460317
ISBN
  • 9789189460324
Waiting
  • 0 (0)
*00005235cmi a22006013a 4500
*00167731
*00520220104084401.0
*007c  |||   |||||
*008211112s2021    sw |||||om|||o000 ||swe|c
*020  $a9789189460324
*020  $z9789189460317
*0247 $ahttp://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-107858$2uri
*0247 $aurn:nbn:se:lnu:diva-107858$2urn
*035  $a(SE-LIBR)ds5h296db51md36f
*040  $aS$ea
*041  $aswe
*1001 $aOliynyk, Inga,$d1974-$4aut$0https://libris.kb.se/86lpxnfs2nvp2tw#it
*24510$a"Man vill ju ha med sig alla eleverna i undervisningen"$h[Elektronisk resurs]$bDidaktiska val och genusmönster i skolämnet idrott och hälsa
*264 1$aVäxjö :$bLinnaeus University Press,$c2021
*300  $a174
*500  $afilosofie doktor
*502  $aDiss. , 2021
*506  $agratis
*520  $aThis dissertation concerns teachers’ didactic choices and gender patterns in the Swedish school subject of Physical Education and Health (PEH). The study can be described as institutionally ethnographic, rooted in a social constructionist perspective. The purpose of the study is twofold: First, it examines how PEH teachers describe their teaching practices and instruction based on their didactic choices, and the consequences that these choices have interms of how opportunities for participation is shared among the students. To analyse these findings, the study uses Bernstein’s conceptual framework in combination with elements of systemic functional linguistics. Second, it investigates teachers’ didactic choices in relation to conceptions of gender and how questions relating to gender become relevant in and through their teaching practice and instruction. To interpret what makes it possible for gender patterns to be created and upheld, or questioned and challenged, concepts taken from gender theorising are used. Data was collected from semi-structured interviews with 14 PEH teachers from14 secondary schools in Southern Sweden. The interviews were based on observations of the teachers’ teaching practices with a specific focus on their instruction. The results show that teachers’ didactic choices are complex and are in many ways dependent on various factors. The teachers make adaptations and modify their instruction based on unexamined preconceptions, which can be understood based on the cultural and historical context in which PEH have developed. The strong traditions that inform teaching entail unequal sharing ofopportunities for participation among the students, which contributes to girlsand boys being reproduced as separate gender categories. At the same time, theteachers have a problematising aim, which creates opportunities for inclusiveand equitable instruction that challenges gender patterns. A precondition of the challenging of gender patterns  in PEH appeared to exist when the organisation of instructional activities cannot be clearly linked to a certain - gender-coded - sport or activity. Gender patterns can be challenged if the teachers organise their instruction so as not to be based on unexamined preconceptions about a particular group of students. At the same time, it is also essential that there are clear rules when instruction is delivered and that teachers clearly communicate what is expected of the students in the actual teaching situation. This study shows that instructional practices create the conditions for change in gender patterns in Physical Education and Health, while at the same time, change places high demands on teachers’ didactic choices and how they are conveyed through instruction
*650 7$aSocial Sciences$2hsv
*650 7$aEducational Sciences$2hsv
*650 7$aPedagogy$2hsv
*650 7$aSamhällsvetenskap$2hsv
*650 7$aUtbildningsvetenskap$2hsv
*650 7$aPedagogik$2hsv
*650 7$aEducation$2lnu
*650 7$aPedagogik$2lnu
*653  $aÄmnet idrott och hälsa
*653  $aIdrottsundervisning
*653  $aGenus
*655 7$agovernment publication$2marcgt
*7001 $aSchenker, Katarina$4ths
*7001 $aAndreasson, Jesper,$d1977-$4ths$0https://libris.kb.se/m1m9cgk9kplr9zx0#it
*7001 $aEliasson, Inger,$d1966-$4opn$0https://libris.kb.se/31fjnl6m12f627r#it
*7101 $aLinnéuniversitetet$bFakulteten för samhällsvetenskap (FSV)$4pbl
*77208$ichannel record$wIMP(SE-LIBR)xg8k5tz83v0gp3l
*7760 $aOliynyk, Inga$t"Man vill ju ha med sig alla eleverna i undervisningen"$z9789189460317$wIMP(SE-LIBR)2gt3ws780xqcpw3d
*85640$uhttp://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-107858
*85640$uhttp://lnu.diva-portal.org/smash/get/diva2:1610308/FULLTEXT02
^
No reviews exists for this book.
Click here to be the first to write a review.
Vis