Egen färdighet eller didaktik? : En studie av examinationsuppgifterna på idrottslärarutbildningen och dess koppling till skolans styrdokument

Sammanfattning: Aim The aim of this study is to investigate the examination elements of education in ball games and friluftsliv at the Swedish School of Sport and Health Sciences in Stockholm, their connection to the national curriculum in physical education (PE) and their relevance to the scholars future role as teachers in PE. What should the scholars know according to the examination tasks? How do the teacher educators assess the examinations tasks? How do the scholars experience the examination tasks and the tasks assessments? Method In this study two methods has been applied for the collection of data. Qualitative, semi-structured interviews with students at the teacher program and teacher educators at the Swedish School of Sport and Health Sciences in Stockholm. Textual analysis of the selected moment- and delmoment-PM from the course Sports Didactics 3 that was in the spring of 2016. All interviews were recorded and transcribed. As for theoretical framework Schulman's theory of Pedagogical Content Knowledge (PCK) has been used. Results The results shows that the examination tasks in the course we studied mainly deals with the students' pedagogical content knowledge. Often in the form of written assignments. However, the tuition mainly seems to focus on the students' content knowledge. The students also feel that during the course there is more often focus on developing their own personal skills than to develop their didactic ability. Conclusions The division of the content may allow the scholars to feel that they do not learn what they later become graduates on. For the relationship between scholars education and future professionals to become stronger, both tuition and examination tasks should treat pedagogical content knowledge.