27. Didactics - Learning and Teaching
Paper
Enhancing Student Self-Regulated Learning: Project WAY's Quantitative Impact Study on Classroom Self-Regulation through Peer Observation
Ana Mouraz1, Anabela Santos1, Ana Cristina Torres2, Eva Morais3
1Universidade Aberta, Portugal; 2Faculdade de Psicologia e de Ciências da Educação , Universidade do Porto; 3Universidade de Trás os Montes e Alto Douro
Presenting Author: Mouraz, Ana;
Santos, Anabela
One of the most needed competencies for the future is the ability to know how to learn (Kowells, 2018). Self-regulated learning (SRL), as defined by Zimmerman (2000), involves learners autonomously navigating the process of acquiring skills. SRL encompasses crucial metacognitive, motivational, and behavioural facets (Zimmerman, 1998). The Socially Shared Regulated Learning model (SSRL; Järvelä and Hadwin, 2013) emphasises the social aspects that are part of the learning process during collaborative learning. The SSRL model implies that multiple interdependent learners regulate their collaborative work and collective learning process through social interaction and mutual help.
Despite the focus on collaborative learning and socially mediated self-regulation in education research, the specific roles of peer observation and feedback in the learning process, particularly in the development of self-regulated learning, remain understudied, even though literature as been pointing on that direction (e.g., Torres et al., 2017).
The WAY project - Who sAw You then and who sees you now! – based on the SSRL and Zimmerman’s (2000) multi-level model (in which observation is the first stage for acquiring SRL), aims to deepen knowledge about the development of SRL among secondary school students through their involvement in peer observation and feedback during collaborative learning. On the one hand, peer observation can develop observation, reflection, and self-analysis, promoting SRL; on the other hand, asking them to give feedback to their colleagues about what they have observed creates moments of participation and dialogue centred on the classroom activities, allowing students' voices to be heard (Torres et al., 2017). Furthermore this issue is quite important under the main theme of ECER2024- Education in an Age of Uncertainty. In fact , to learn how to selfregulate learning could be an asset in such difficult times.
The present study aimed to evaluate the impact of the project WAY implemented in Portuguese schools on students’ SRL based on a quantitative self-reported measure composed of 15 dimensions.
The protocol research was registered at OSF, and the hypotheses are the following:
Students who observe how their peers’ approach and perform tasks in the classroom and later give feedback will acquire more cognitive and metacognitive strategies (A1), resource management strategies (A2) and higher levels of motivation (A3) than their peers from the control group.
Students in the intervention group who engage in more moments of observation and feedback will acquire more cognitive and metacognitive strategies (B1), resource management strategies (B2) and higher levels of motivation (B3) than their peers who engage in fewer moments.
Methodology, Methods, Research Instruments or Sources UsedThis quasi-experimental study includes students from the 10th grade from three public schools. At the pre-test moment, 343 students participated, aged between 14-17 (M=15.09, SD=0.58), with the majority being Portuguese (n=317, 92.4%). Regarding gender, 171 (49.9%) self-identified as male, 166 (48.4%) as female and 6 (1.7%) preferred not to answer.
Measures:
A previously validated short version of the Motivated Strategies for Learning Questionnaire (MSLQ-SV) was used (Authors, in review; Pintrich et al., 1993). It included 56 items divided into 15 dimensions that compound three sets: three subscales of motivation (Intrinsic motivation, extrinsic motivation, task value, control of learning beliefs, self-efficacy and anxiety), nine subscales of learning strategies (Rehearsal, Elaboration, Organization, Critical Thinking, Metacognitive Self-Regulation) and resource management strategies (Time and Study Environment, Effort Regulation, Peer Learning, Help-seeking). At the pre-assessment, Cronbach's alpha coefficients ranged between .61 to .85, except for help-seeking, which value was .46, and thuswas .46; thus, this dimension will be excluded from further analysis.
Sociodemographic data included the participants’ age, gender, school, school year and nationality.
Procedure:
This project runs from 2023 to 2025, and this presentation will focus on the quantitative data study that was developed in the 2023/24 school year. Data was collected on September 2023 (before intervention), and will be collected in May 2024 (after intervention).
To implement the sessions, teachers of the experimental classes were invited to get involved. After the pre-assessment, two training sessions of one hour and a half were organised at each school. These sessions covered essential topics for implementing the project (e.g., timeline, theoretical models, concepts, aspects of the intervention and pedagogical proposals for systematising the observation and feedback process). The intervention on the project WAY is planned to occur in moments of collaborative work in a learning moment that involves carrying out a specific task assigned by the teacher in groups of three to four elements. In each group, one of the students is prompted to observe and give feedback to the others. Observer-reporter students have the support of a guiding script.
Data analysis: In order to answer hypothesis A , three multivariate repeated measures analyses (2 groups * 2 time points) will be employed. To answer hypothesis B , a regression analysis will be performed, considering the variable number of moments of observation and feedback as the independent variable and the variables resulting from the difference between T2 and T1 for each SRL dimension and the dependent variable.
Conclusions, Expected Outcomes or FindingsIt is expected that after the intervention, the students in the experimental group will report a higher level of motivation, more cognitive and metacognitive learning strategies and resource management strategies than the students in the control group. Also, it is expected that students in the experimental group involved in more intervention sessions will have higher values in the dimensions assessed.
The WAY project follows the trend that the current times demand from the education systems of students who need to be better prepared, active, participative and capable of using metacognitive skills to self-regulate their learning (Kowells, 2018). Promoting these skills requires a shift towards pedagogical practices tailored to the students' needs, as reflected in their feedback (Kowells, 2018). This implies a reorganisation of teaching practices addressed in this project. While schools strive to foster pedagogical practices that cultivate SRL and student engagement, they do not encompass the connection between peer observation and the development of SRL skills, enabling students to participate in the changes in pedagogical practices proposed in WAY. Thus, this study addresses gaps in the literature regarding SRL, peer observation and feedback, and instructional practices, contributing to the global knowledge in this field.
Finally, the ability to know how to learn autonomously (SRL) is universally important in an era where continuous learning and adaptability are crucial and recognised by internationally respected organisations (e.g., OECD, UNESCO) as essential for the future, making the findings of this study relevant to be applicable in diverse cultural and educational contexts.
ReferencesAuthors (in review). Validation of the Motivational Strategies for Learning Questionnaire for adolescent students in Portuguese schools.
Järvelä, S., and Hadwin, A. F. (2013). New frontiers: regulating learning in CSCL. Educational Psychology, 48, 25–39. https://doi.org/10.1080/00461520.2012.748006
Kowells, L. (2018). The Future of Education and Skills: Education 2030. The Future We Want. Position paper published on 05-04-2018. OECD http://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf
Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1993). Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq). Educational and Psychological Measurement, 53(3), 801–813. https://doi.org/10.1177/0013164493053003024
Torres, A. C., Lopes, A., Valente, J. M. S., & Mouraz, A. (2017) What catches the eye in class observation? Observers’ perspectives in a multidisciplinary peer observation of teaching program. Teaching in Higher Education, 22(7), 822-838. https://doi.org/10.1080/13562517.2017.1301907
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339. https://doi.org/10.1037/0022-0663.81.3.329
Zimmerman, B. J. (2000). Attaining Self-Regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13–39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7
27. Didactics - Learning and Teaching
Paper
Didactics of Practice-Based Teaching and Learning
Karen Wistoft
UC Copenhagen, Denmark
Presenting Author: Wistoft, Karen
In Denmark, the concept of practice-based teaching and learning [praksisfaglighed] was launched in June 2018 to indicate political agreement on "strengthened practice-based teaching and learning in the elementary school" (Børne- og Undervisningsministeriet, 2018). This agreement held high expectations, and the political parties behind it declared that an increase in practice-based teaching and learning in the Danish elementary school aimed to contribute to promoting several different aspects of the individual student's versatile development and education. The parties also agreed that a greater focus on practical skills would make more students aware that vocational education is also an option. Thus, the term practice-based teaching and learning, as used in the political agreement, contained both an educational dimension and a dimension oriented towards career choices.
This agreement was optimistic, but also broad and imprecise. The expectations were reiterated in a subsequent preliminary study by the Danish Evaluation Institute (EVA, 2019). Here, it was emphasized that with practice-based teaching and learning by virtue of a "physical and active approach to teaching", the teachers would be able to achieve a wide range of advantages: They would generally be able to strengthen the students' learning; employing a problem-based and application-oriented approach would make it possible to promote students' understanding of theory; having students produce their own products would make it possible to strengthen their motivation; and, finally, it would be possible to "strengthen the students' choice of education", which appeared as a euphemism for encouraging more students to choose a craft-oriented vocational education. As in the political agreement, the concept of practice-based teaching and learning in EVA's preliminary study (2019) and a subsequent mapping (2023) included both an educational and a career-oriented dimension. In addition, several didactic elements were added by the Ministry of Education, including problem-based learning, physicality, and product orientation (Børne- og Undervisningsministeriet, 2021). However, the definition of practice-based knowledge was all-inclusive, and a theoretical framework was missing, not least concerning the clarification and identification of a didactics of practice-based teaching and learning that was practically applicable.
At the same time, educational researchers pointed out that there was a need for more knowledge to be able to recognize the concept of practice-based teaching and learning (Tanggaard, 2020). Knudsen & Sattrup agreed on that and called for both more breadth and depth in the understanding of practice-based teaching and learning (Knudsen & Sattrup, 2020). Also, within Danish teacher education, great efforts were made to describe practice-based teaching and learning on the teacher training courses (Vial at al., 2021). However, regardless of the effort, the concept remained unclear.
One of the main concerns was the lack of a theoretical foundation. Another was that the theory-practice relationship was repeatedly presented as a dichotomy, where more of one means less of the other. This operational split between theory and practice implies that nothing can belong to both at the same time. If the concepts are used in this way, practice-based knowledge becomes an affirmation of the opposition between theory and practice, rather than a field in which theory and practice mutually fertilize each other (Wistoft & Qvortrup, 2023).
This proposal intends to clarify the concept of practice-based teaching and learning considering the conceptual clarification challenges. The general objective is to develop a theoretical framework.
Didactics of practice-based teaching and learning is defined as didactic reflections and arguments that support the interaction between the acquisition of knowledge and skills, so that the acquisition of knowledge becomes less abstract and the acquisition of skills more knowledge-reflected. The research question is: How can a theoretical framework be developed for a didactics of practice-based teaching and learning?
Methodology, Methods, Research Instruments or Sources UsedThe method applied in this proposal includes three dimensions: a) a systematic, international literature review of research on didactics of practice-based teaching and learning in elementary school, b) an epistemological analysis combined with c) empirically informed examples from the subject of Home Economics at the Danish teacher training programme and in the Danish elementary school.
The literature review intends to identify research literature in the field of practice-based teaching and learning in the Danish elementary school in the period 2014-2024.
The epistemological analysis focuses on changing positions regarding the relationship between theory and practice in the ideational history of didactics. The epistemological analysis starts with the founder of Didactics, Johan Amos Comenius. In his Didactica Magna from 1627-1638, the basic principle is: "The beginning of cognition must at all times take its starting point from the senses" (Comenius, 1960 [1628-32]): The student starts out from their sensation, i.e. their practical dealings with a phenomenon. Through the teaching, the student develops a definition of the phenomenon, an explanation of it, and a reflection on it through conversations with the teacher. Thus, from the very beginning of European didactics, the relationship to practice and the reflection of practice plays a prominent role. The German concept of Bildung, as expounded by the German philosopher Immanuel Kant (Kant, 1999 [1784]), became a core concept according to the European ideational history of didactics. Kant’s concept of Bildung focuses on general considerations regarding the aims, content, form, and methods of teaching –considerations that are often operationalized as curricula framing expectations for learning.
The epistemological analysis also includes the German sociologist Niklas Luhmann's systems theoretical analyses of the “Problems of reflection in the education system” (Luhmann & Schoor, K.E. (1988 (1979)), particularly focusing on his claim in "Society's education system" that the purpose of the education system goes in two directions: education and career selection (Luhmann, 2002).
The theoretical analysis will be informed by and discussed with examples from Home Economics teaching (Damsgaard & Hansen, 2021) and empirically informed research on taste didactics (Christensen & Wistoft, 2022; Leer & Wistoft, 2018; Wistoft & Qvortrup, 2018, 2021). The purpose of Danish Home Economics Education is that the students develop pride and confidence in their own abilities through concrete skills and knowledge, which they can also use to make critically informed food and meal choices in their everyday life (Børne- og Undervisningsministeriet, 2022).
Conclusions, Expected Outcomes or FindingsThe proposal presents a systematic didactics of practice-based teaching and learning, including reflections on the choice of goals, content, form, and methods, as well as the arguments for these choices in terms of the framework conditions: who is to be taught, what are the prerequisites, and what framework is established for participation, i.e., in which physical, social, and cultural setting will the teaching take place? These decisions may take the form of learning objectives and teaching plans that frame the expectations for learning. The learning goal can, for example, be to ensure that the knowledge dimension adds reflective depth to skills, while the skills dimension ensures that the subject does not become abstract and theoretical. This will ensure that the didactics of practice-based teaching and learning reflections are embedded – not as a reduced understanding of the technique and methods or 'practical needs' of the teaching, but as the constitutive importance of the content and extent of the subject's knowledge, skills, and practical applications. The teaching will benefit from being informed by a didactic insight offering students new personal and application-oriented ways of acquiring skills and knowledge (Wistoft & Qvortrup, 2023).
The intention is to strengthen the students' practical skills, experiences, choices, and creative expressions in the context of a solid foundation of knowledge. In that sense, the intention is to facilitate a dynamic interaction between practical skills and knowledge.
Finally, the shift from focusing on theoretical knowledge to focusing on practically relevant knowledge is marked by a transformation of Kant’s ideal of “Sapere aude” (Kant, 1999 [1784]) into "Artes aude", which is realized when students show what they are capable of and trust what they do – both when they prepare and serve a meal and when they present an analysis of a personal meal story.
ReferencesBørne- og Undervisningsministeriet [Ministry of Education] (2018). Aftale om styrket praksisfaglighed i folkeskolen [Agreement on strengthened practice-based teaching and learning in the elementary school] https://www.regeringen.dk/media/5650/180612-aftale-om-styrket-praksisfaglighed-i-folkeskolen-ny.pdf
Børne- og undervisningsministeriet [Ministry of Education] (2021). Praksisfaglighed [Practice-based teaching and learning]. EMU https://emu.dk/grundskole/praksisfaglighed
Børne- og undervisningsministeriet [Ministry of Education] (2022). Fælles mål Madkundskab [Common goals Home Ecnomics]. EMU https://emu.dk/sites/default/files/2020-10/GSK_F%C3%A6llesM%C3%A5l_Madkundskab.pdf
Christensen, J. H., & Wistoft, K. (2022). Children’s cookbooks – learning by using recipes, cooking experiments and taste competence. Health Education Journal, 81(4), 375-386. https://doi.org/10.1177/00178969221082387
Comenius, J. A. (1960 [1628-32]). Grosse Didaktik. Leipzig: Verlag Helmut Küpper.
Damsgaard, C. & Hansen, T.S. (2021). Eksperimenter I madkundskab [Experiments in Home Economics]. Odense: Meloni (in Danish).
EVA [Danish Evaluation Institute] (2019). Praksisfaglighed i skolen. En forundersøgelse [Practice-based teaching and learning in school. A preliminary study]. Copenhagen: EVA (in Danish).
EVA [Danish Evaluation Institute] (2023). Kortlægning af folkeskolers arbejde med praksisfaglighed [Mapping primary schools' work with practice-based teaching and learning]. Copenhagen: EVA (in Danish).
Kant, I. (1999 [1784]). Was ist Aufklärung? Ausgewählte kleine Schriften. In Brandt, H. D. (ed.). Philosophische Bibliothek. Hamburg: Meiner Verlag (in German).
Knudsen, L. E. D., & Sattrup, L. (2020). Bredde og dybde i praksisfaglighed [Breadth and depth in practice-based knowledge]. Unge Pædagoger, Årgang 81(3), 20–27 (in Danish)
Leer, J., & Wistoft, K. (2018). Taste in food education: A critical review essay. Food and Foodways, 26(4), 329-349. https://doi.org/10.1080/07409710.2018.1534047
Luhmann, N. (2002). Das Erziehungssystem der Gesellschaft. Frankfurt am Main: Suhrkamp Verlag (in German).
Luhmann, N., & Schoor, K.E. (1988 (1979)). Reflexionsprobleme im Erziehungssystem. Frankfurt am Main: Suhrkamp Verlag (in German).
Tanggaard, L. (2020). Når vi ved mere end vi kan fortælle – en indkredsning af praksisfaglighedsbegrebet i teori og praksis [When we know more than we can tell - an identification of the concept of practice-based knowledge in theory and practice]. Unge Pædagoger, Årgang 81(3), 12–19 (in Danish).
Vial, M., Jensen, T. R., Bjørnemose Andersen, H., Hedegaard Rasmussen, M., Kremmer Hansen, B., Juellund, Jensen, J., Riisgaard Brænder, B., Tønneskov Hansen, S., Drewsen, H., Olsen, J. S., Christensen, K. E., & Eskildsen, O. (2021). Praksisfaglighed i læreruddannelsen [Practice-based teacher education]. Danske Professionshøjskoler https://www.ucviden.dk/da/publications/praksisfaglighed-i-l%C3%A6reruddannelsen (in Danish)
Wistoft, K. & Qvortrup, L. (2019). Teaching taste. Common Ground Research Networks. Food studies https://doi.org/10.18848/978-1-86335-164-5/CGP
Wistoft, K. & Qvortrup, L. (2023): Praksisfagdidaktik – med madkundskab som eksempel [Didactics of practice-based teaching and learning – with examples from Home Economics]. In: Rasch-Christensen, A. (red.): Praksisfaglighed i skolen. Frederikshavn: Dafolo, 77-94 (in Danish)
27. Didactics - Learning and Teaching
Paper
Beyond Borders: Developing the Core Aspects of Physically Active Learning Enactment (CAPAbLE) model in the third space
Mathias Mandelid1, Jan Michael Johansen1, Solfrid Bratland-Sanda1, Hege Eikeland Tjomsland2, Miranda Thurston3, Michael Reinboth1
1University of Southeastern Norway; 2Western Norway University of Applied Sciences; 3Inland Norway University of Applied Science
Presenting Author: Mandelid, Mathias
While traditional teaching methods remain legitimate, society is changing and continues to demand innovative approaches to pedagogy (LaCroix, 2020). In the field of education, innovative approaches to pedagogy often derive from theoretical discourses to learning, such as psychology and didactics (Davis & Francis, 2021; Watson, 2016). However, an emergent interest in recent years has been in employing broader policies, such as public health and physical activity, as a driver of change in education (GAPPA & ISPAH, 2011). One innovation introducing physical activity into education is physically active learning (PAL), which provides complementary movement and learning opportunities for educational purposes (Bartholomew & Jowers, 2011; Vazou & Skrade, 2017). PAL is commonly defined as "the integration of movement into the delivery of academic content" (Daly-Smith et al., 2022). Despite its many benefits outlined in recent meta-analyses and systematic reviews (Norris et al., 2019), PAL intervention methods and strategies often vary because 1) they are research-driven, 2) they have a one-sided health focus, and 3) they are designed with little attention to its real-world applicability (Vazou et al., 2020; Vazou & Skrade, 2017). The lack of educational perspectives might reflect an assumption in the field that teachers are to deliver predesigned and specific PAL activities rather than allowing them the freedom to enact PAL purposefully in their practice (Mandelid, Thurston, et al., 2023).
The increasing body of research that underscores the importance of providing room for teachers' experiences and adaptation of PAL urges a need to develop a practice-oriented fundament that can support the enactment of PAL in teaching for different educational purposes (Daly-Smith et al., 2021). To support teachers in understanding why and how to enact PAL in teaching, this article aimed to explore the real-world applicability and enactment of PAL in education. Furthermore, we have used these insights to co-develop core aspects of PAL that can support the enactment in teaching.
The starting point of this article is that researchers and teachers who have sustained PAL in their pedagogical practice have valuable experiences in the applicability and enactment of PAL (Chalkley et al., 2023). For this reason, we applied the third space approach because it aspires to establish less hierarchical collaborations between universities and schools (Bhabha, 1994). Such a methodological approach is relevant as moving beyond conventional borders of research has received growing attention in the PAL field (Mandelid, 2023). In particular, various approaches to co-development have received attention as they allow specific contexts and practices to shape and construct PAL (Chalkley et al., 2023; Madsen et al., 2020). The underlying principle of merging contrasting views is that developing knowledge occurs through hybridity, which involves untangling cultural, social, and epistemological conventions (Bhabha, 1994; Woolf, 2020). Hybridity requires participants to be conscious of their values and beliefs to debate discursive boundaries to create new opportunities (Daza et al., 2021). As there are various ways to employ the third space, we use it to encourage hybridity by being reflexive about our own identities and epistemologies during discussions about PAL. Simultaneously, we strive to foster flexibility in our development of new knowledge that can exceed previous discursive boundaries in PAL research (Daza et al., 2021; Woolf, 2020).
Methodology, Methods, Research Instruments or Sources UsedIn accordance with Zeichner et al. (2015), participants in the third space play a crucial role in the research. Hence, we used purposive sampling to invite schools that had previously participated in two PAL programs. These programs were the municipality-initiated Liv og Røre Telemark (LoRiT) (Bratland-Sanda et al., 2020) and the university-initiated Center for Physically Active Learning (SEFAL) (Mandelid, Dyngeland, et al., 2023). The purposive sampling led to the recruiting of three teachers and one principal from one primary school that participated in LORiT in 2017 and in SEFAL in 2019, ensuring that teachers had years of experience and competence in enacting PAL. In addition, we recruited two of the contributing authors of this manuscript as participants for the third space.
All conversations in the third space took place at the project school between March 2022 and March 2023. In line with the tenets of the third space, this meant that none of the six meetings were conducted in a physical space that was neutral to all participants (Bhabha, 1994). Instead, we emphasized the metaphorical space, wherein we discussed the intersections of various values and beliefs about PAL (Bhabha, 1994). To foster such a space, we sought to move beyond the borders of traditional power hierarchies where there may be an imbalance between researchers and teachers (Zeichner, 2010; Zeichner et al., 2015).
The third space procedure and analysis was an iterative process of collective discussions about PAL, individual inductive analysis of the transcribed interviews, and then presenting refined themes back to the group. Although the first author led the analysis, all participants discussed the themes and their relevance for enacting PAL. Going back and forth between an individual and collective analysis built a bridge between theoretical and practical perspectives of PAL because refined themes were problematized and supported by researchers and teachers (Daza et al., 2021; Sigurdardottir & Puroila, 2020). This time-consuming iterative cycle of refining and analyzing themes continued until no new ones were identified (Creswell, 2018). The final analysis resulted in four themes and 12 sub-themes. While the four themes illustrate the process of enactment, the 12 sub-themes are considered core aspects of PAL enactment. We present the 12 core aspects in a model that illustrates the process of enactment.
Conclusions, Expected Outcomes or FindingsWe present our findings around four themes describing the Core Aspect of Physically Active Learning Enactment (CAPAbLE) model. In the first theme, we describe the model's principles and purposes. In the following, we present the 12 core aspects of PAL through three themes: planning, organizing and evaluating. Planning includes the aspects of curriculum, movement and subject content, environment, structuring teaching, rules and guidelines. Organizing includes the aspects of communication, creating time and space, encounters, knowledge and skills. Evaluating includes the aspects of relationships, pedagogical responsibility, and assessment.
We have given it the acronym the CAPAbLE model, as we intend for teachers to reflect on these aspects in their practice to support capabilities to enact PAL.
Our findings support that enacting PAL is a complex and time-consuming process (Chalkley et al., 2022). In agreement with previous research, the key to sustaining PAL was related to teachers being open-minded and trusting the process throughout a try-and-fail process (Daly-Smith et al., 2021). This meant not deviating from intentions by creating reachable standards. Although the CAPAbLE model creates reachable standards by giving 12 aspects, it might be fragile if it is presented as general principles because it requires teachers to reflect on their practice to actualize its potential. It is the coherency of the 12 aspects through the iteration of planning, organizing and evaluating that we intended for teachers to identify and derive pedagogical considerations about the process and purposes of enacting PAL.
To conclude, findings may (1) support reflections on why to enact PAL, (2) serve as a starting point to rethink the boundaries of academic and experiential knowledge about PAL, and (3) inform future empirical investigations. Further research is needed to test and evaluate its applicability to educational contexts beyond Norway.
ReferencesBhabha, H. (1994). The Location of Culture. Routledge.
Bratland-Sanda, S., Schmidt, S. K., Karlsen, M., Brottolfs, M., Grønningsæter, H., & Reinboth, M. S. (2020). Liv og Røre i Telemark sluttrapport (Skriftserien Nr. 61).
Chalkley, A., Mandelid, M. B., Singh, A., Resaland, G. K., & Daly-Smith, A. (2023). Reframing physically active learning as movement-centred pedagogy: A European priority action framework. International Journal of Behavioral Nutrition and Physical Activity, 20(1). https://doi.org/10.1186/s12966-023-01503-4
Daza, V., Gudmundsdottir, G. B., & Lund, A. (2021). Partnerships as third spaces for professional practice in initial teacher education: A scoping review. Teaching and Teacher Education, 102, 103338. https://doi.org/10.1016/j.tate.2021.103338
LaCroix, E. (2020). Pedagogical Innovation: New Institutional Theory and the Beyond Borders Experiential Learning Program. Journal for Social Thought, 4(1), 8.
Madsen, K., Aggerholm, K., & Jensen, J.-O. (2020). Enactive movement integration: Results from an action research project. Teaching and Teacher Education, 95, 103139. https://doi.org/10.1016/j.tate.2020.103139
Mandelid, M. B. (2023). Approaching physically active learning as a multi, inter, and transdisciplinary research field. Frontiers in Sports and Active Living, 5. https://doi.org/10.3389/fspor.2023.1228340
Mandelid, M. B., Thurston, M., Reinboth, M., Resaland, G. K., & Tjomsland, H. E. (2023). "Just because it's fun, it's not without purpose": Exploring the blurred lines of physically active learning. Teaching and Teacher Education, 133, 104297. https://doi.org/10.1016/j.tate.2023.104297
Norris, E., Steen, T., Direito, A., & Stamatakis, E. (2019). Physically active lessons in schools: A systematic review and meta-analysis of effects on physical activity, educational, health and cognition outcomes. British Journal of Sports Medicine, 52. https://doi.org/10.1136/bjsports-2018-100502
Sigurdardottir, I., & Puroila, A.-M. (2020). Encounters in the third space: Constructing the researcher's role in collaborative action research. Educational Action Research, 28(1), 83–97. https://doi.org/10.1080/09650792.2018.1507832
Vazou, S., & Skrade, M. A. B. (2017). Intervention integrating physical activity with math: Math performance, perceived competence, and need satisfaction. International Journal of Sport and Exercise Psychology, 15(5), 508–522. https://doi.org/10.1080/1612197x.2016.1164226
Vazou, S., Webster, C. A., Stewart, G., Candal, P., Egan, C. A., Pennell, A., & Russ, L. B. (2020). A Systematic Review and Qualitative synthesis resulting in a typology of elementary classroom movement integration interventions. Sports Medicine - Open, 6(1), 1. https://doi.org/10.1186/s40798-019-0218-8
Woolf, S. B. (2020). Exploring pedagogies to elevate inquiry: Teaching action research in the third space. Educational Action Research, 28(4), 579–596. https://doi.org/10.1080/09650792.2019.1629975
Zeichner, K. (2010). Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education. Journal of Teacher Education, 61(1–2), 89–99. https://doi.org/10.1177/0022487109347671
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