Abstract

As a part of the discussion about how movement knowledge is valued in physical education teacher education (PETE), issues of assessment have been brought to the fore. Studies have shown that how and when movement knowledge is assessed is strongly culturally dependent and based different epistemological orientations. The aim of this paper is to analyse and discuss how preservice teachers in Sweden perceive assessment in an invasion games course according to the games performance assessment instrument (GPAI). The empirical material presented in this study is based on a web-survey carried out at the end of the invasion games course where the participants were asked to write comments of how the experienced GPAI and its relevance in school physical education. The findings suggest that the preservice teacher experience prediction and measurement of appropriate and non-appropriate behaviours in GPAI as problematic from a didactic perspective. The ideas of “correctness” and “appropriateness”, which are fundamental in GPAI, is discussed in the relation to the socially critical constructivist epistemology that underpins Swedish PETE.

摘要

作为关于如何在体育教师教育 (PETE) 中重视运动知识的讨论的一部分，评估问题已被推到了前台。 评价原文为英语,由 翻译. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 研究表明，如何以及何时评估运动知识在很大程度上取决于文化并基于不同的认识论取向。本文的目的是分析和讨论瑞典的职前教师如何根据游戏表现评估工具（GPAI）对入侵游戏课程的评估进行评估。本研究中提供的经验材料基于入侵游戏课程结束时进行的网络调查，参与者被要求写下有关 GPAI 的经验及其在学校体育中的相关性的评论。研究结果表明，从教学的角度来看，职前教师对 GPAI 中适当和不适当行为的预测和测量是有问题的。GPAI 中的基本概念“正确性”和“适当性”在与支持瑞典 PETE 的社会批判建构主义认识论的关系中进行了讨论。