Background: During the socialization process when becoming a physical education (PE) teacher, the knowledge, perceptions and expectations of what it means to work as a teacher are developed. In this socialization, the initial acculturation phase is shown to be of the most importance, since individual PE teachers' experiences during this phase are shown to have a long-lasting influence on their approach to and perception of the subject and the profession. Furthermore, research shows that most physical education teacher education (PETE) programmes are ineffective in altering these initial perceptions and beliefs during the programme. This inertia to change may resemble Bourdieu's concept of habitus. Purpose: The purpose of this study was to analyse the background of PE preservice teacher students (PSTs) and examine their embodied perceptions and beliefs related to the subject and profession when they enrol. Specifically, the study focuses on their background characteristics, perceptions of PE and PE teachers, and whether their background and perceptions changed between 2005 and 2016. Method: This study draws on a web-based questionnaire completed by 224 students (90 women and 134 men) enrolled in the PETE programme at a major university in Sweden between 2005 and 2016. The questionnaire used in this study addressed the PSTs' experiences, views, beliefs and perceptions of PE and the PE profession, and it was completed during the first semester of respective students' PE subject studies. Findings: PE PSTs are a homogeneous group of students with similar backgrounds, experiences and perceptions of PE and their future profession as PE teachers. Participants suggested that important characteristics for a good PE teacher include possessing subject knowledge, having pedagogical competence and being considerate. A good PE lesson should be fun and inspiring, consist of physical activity and be adapted to all. Important goals for PE are to develop pupils' character and promote healthy behaviours. The PSTs' background characteristics and perceptions do not seem to have changed during the studied period, in spite of the fact that the structure of the PETE programme did change. Conclusions: The homogeneous background among PSTs, with vast experience of sport and physical activity, implies that they will interact and engage with students with similar backgrounds and perceptions (i.e. habitus) during PETE. This may limit the potential influence of PETE and fail to prepare PSTs for the demands of their future profession. However, if the influences of acculturation were accounted for during PETE, the programmes could be better designed and better prepare PSTs for their future profession.

No abstract

No abstract

According to the cultural sociologist Pierre Bourdieu, gaining access to a social space or a position within a social space requires a specific capital. For teachers, this normally indicates a valid teaching certificate with relevant subject knowledge. However, when no qualified teachers are available for schools, which in Sweden is the case for school sports, other assets gain recognition. Drawing on Bourdieu's conceptual framework, this paper examined the circumstances for school sports in Sweden, and based on questionnaires answered by 109 teachers, explores the competencies, education, and backgrounds teachers in upper secondary school sports possess. The paper address the question: What valuable resources are required to become a teacher of school sports and gain recognition as symbolic capital? The results indicated that school sports in Sweden are carried out through a school subject and thus regulated by the government. However, school sports are influenced by both the fields of education and sport. Furthermore, the questionnaire results indicated that a majority of the teachers were employed as coaches instead of teachers, and that in relation to education, 45% had attended a teacher education programme, while 95% have attended a coaching programme. The results also indicated that teachers assessed their competencies in various areas as high, in terms of teaching school sports, with the highest estimated competencies in specific sport skills. In conclusion, the research indicated that school sports probably cannot be viewed as a legitimate part of the field of education but instead as a part of the field of sport. Therefore, coaching education and experience in competitive sports becomes an important resource required to become a teacher of school sports, and thus recognised as symbolic capital.

School sports is the solution: what is the problem?.

No abstract

No abstract

No abstract