This study examines how physical education teachers interpret subject content in physical education and health through a mixed method. It combines a quantitative survey linked to the upper secondary school curriculum with qualitative interviews with four physical education teachers with diverse backgrounds. Past research has highlighted teachers' limited ability to understand and interpret subject content relating to knowledge requirements and teaching implications. Since Lpo94, the issue of interpreting the sports and health curriculum has persisted, emphasizing the need for ongoing research. The study investigates the relationship between teachers' incorporation of central content and years in the profession, knowledge definition in different areas, and the influence of operators on curriculum production and recontextualization. Utilizing on Bernstein's theories of pedagogical order, primary and secondary areas, vertical discourse, and weak and strong grammar, the findings indicate that movement to music, emergencies, and ergonomics exhibit strong grammar but outdoor life, mental training, and training methods demonstrate weak grammar. The interviews validate the survey results and highlight the impact of operators in the curriculum production and recontextualization. Furthermore, the study found no correlation between years of teaching and time allocated for different curriculum components.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-60455 |
| Date | January 2023 |
| Creators | Nordhöj, Fredrika |
| Publisher | Malmö universitet, Institutionen Idrottsvetenskap (IDV) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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