Peer Assessment in Physical Education Teacher Education -- A Complex Process Making Social and Physical Capital Visible
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| Title: | Peer Assessment in Physical Education Teacher Education -- A Complex Process Making Social and Physical Capital Visible |
|---|---|
| Language: | English |
| Authors: | Erik Backman (ORCID |
| Source: | Curriculum Studies in Health and Physical Education. 2024 15(3):274-288. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Secondary Education |
| Descriptors: | Peer Evaluation, Physical Education Teachers, Preservice Teachers, Social Capital, Foreign Countries, Peer Relationship, Feedback (Response), Social Bias, Gender Bias, Barriers, Student Evaluation, Human Body, Secondary School Teachers, Skills, Athletics, Movement Education |
| Geographic Terms: | Sweden |
| DOI: | 10.1080/25742981.2023.2256327 |
| ISSN: | 2574-2981 2574-299X |
| Abstract: | Peer assessment has been proven to improve learning for both the observer and the observed. One dimension of peer assessment that has been given little attention in the context of physical education teacher education (PETE) is the tension that exists when peers give feedback on each other's work. In this paper, we report on Swedish preservice teachers' (PST) views on peer assessment used in PETE school placements. Our findings reveal four mechanisms of peer assessment assigned value in PETE: (i) building social relations, (ii) making 'what to learn' visible, (iii) giving correct feedback, and (iv) handling sensitive and gendered comments. Inspired by Bourdieu, we discuss learning potentials and complex challenges with peer assessment, where the combination of social capital and physical capital decides what is possible to say and to whom when peer assessment is used in the PETE school placement and in school physical education (PE). |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1445003 |
| Database: | ERIC |
| Abstract: | Peer assessment has been proven to improve learning for both the observer and the observed. One dimension of peer assessment that has been given little attention in the context of physical education teacher education (PETE) is the tension that exists when peers give feedback on each other's work. In this paper, we report on Swedish preservice teachers' (PST) views on peer assessment used in PETE school placements. Our findings reveal four mechanisms of peer assessment assigned value in PETE: (i) building social relations, (ii) making 'what to learn' visible, (iii) giving correct feedback, and (iv) handling sensitive and gendered comments. Inspired by Bourdieu, we discuss learning potentials and complex challenges with peer assessment, where the combination of social capital and physical capital decides what is possible to say and to whom when peer assessment is used in the PETE school placement and in school physical education (PE). |
|---|---|
| ISSN: | 2574-2981 2574-299X |
| DOI: | 10.1080/25742981.2023.2256327 |
