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dc.contributor.authorMoen, Kjersti Mordal
dc.description.abstractThe national curricula for physical education teacher education (PETE) in Norway require that practicum is carried out in a partnership between student teachers, cooperating teachers, and teacher educators. The aim of this article is to get insights into how cooperating teachers and teacher educators express and understand their educational partnership and mutual contribution to the practicum in PETE. Focus group interviews with cooperating teachers and physical education teacher educators (teacher educators) were analyzed by drawing on sensitizing concepts from figurational sociology. As such, the study has intended to identify networks between the two groups, as well as the interdependent nature, and consequent power relations in the partnership. The research may shed light on understanding why it seems difficult to reach the aim in the national curriculum of a mutual partnership of the two groups in practicum.nb_NO
dc.rightsNavngivelse-Ikkekommersiell-IngenBearbeidelse 3.0 Norge*
dc.titlePracticum in Physical Education Teacher Education: An Educational Partnership?nb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO

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Navngivelse-Ikkekommersiell-IngenBearbeidelse 3.0 Norge
Except where otherwise noted, this item's license is described as Navngivelse-Ikkekommersiell-IngenBearbeidelse 3.0 Norge