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dc.contributor.authorBackman, Erik
dc.contributor.authorQuennerstedt, Mikael
dc.contributor.authorTolgfors, Björn
dc.contributor.authorNyberg, Gunn
dc.date.accessioned2024-02-16T09:36:18Z
dc.date.available2024-02-16T09:36:18Z
dc.date.created2023-09-22T10:21:52Z
dc.date.issued2023
dc.identifier.citationCurriculum Studies in Health and Physical Education. 2023, .en_US
dc.identifier.issn2574-2981
dc.identifier.urihttps://hdl.handle.net/11250/3118105
dc.description.abstractPeer 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).
dc.description.abstractPeer assessment in physical education teacher education–a complex process making social and physical capital visible
dc.language.isoengen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titlePeer assessment in physical education teacher education–a complex process making social and physical capital visibleen_US
dc.title.alternativePeer assessment in physical education teacher education–a complex process making social and physical capital visibleen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersion
dc.source.pagenumber15en_US
dc.source.journalCurriculum Studies in Health and Physical Educationen_US
dc.identifier.doi10.1080/25742981.2023.2256327
dc.identifier.cristin2177806
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal