Disciplined Improvisation as a Professional Teaching Skill in the Education of Physical Education Teachers

• In Event: 49.088 - Roundtable Session 17
  In Roundtable Session: 49.088-16 - Researching "Name Games," Digital Data, and Pedagogies of Improvisation in Physical Education

Abstract

The background for this paper is a 3- year research project, “Improvisation in Teacher Education 2012-2015” (IMTE), aiming at studying and reforming teacher education programs Norway. In this paper we present findings from one of the pilot studies in the first sub-study¬–Review– of the IMTE-project. The objective is to see to what extent newly qualified PE teachers conduct improvisational practices in their own teaching, and to what extent they consider their pre-service training to be sufficient for their ability to improvise professionally. Preliminary findings suggest that theory and practice with different forms of ‘improvisation’, - e.g. sequential, dialogic and exemplary improvisation, are missing from pre-service programs even if highly needed in everyday teaching practices in physical education.

Authors

• Helga Aadland, Stord Haugesund University College

• Magne I. Espeland, Stord/Haugesund University College