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dc.contributor.authorMandelid, M.B.
dc.contributor.authorResaland, G.K.
dc.contributor.authorLerum, O.
dc.contributor.authorTeslo, S.
dc.contributor.authorChalkley, Anna
dc.contributor.authorSingh, A.
dc.contributor.authorBartholomew, J.
dc.contributor.authorDaly-Smith, Andrew
dc.contributor.authorThurston, M.
dc.contributor.authorTjomsland, H.E.
dc.date.accessioned2022-11-30T17:12:56Z
dc.date.accessioned2022-12-08T14:45:55Z
dc.date.available2022-11-30T17:12:56Z
dc.date.available2022-12-08T14:45:55Z
dc.date.issued2022
dc.identifier.citationMandelid MB, Resaland GK, Lerum O et al (2022) Unpacking physically active learning in education: a movement didaktikk approach in teaching? Scandinavian Journal of Educational Research. Accepted for Publication.en_US
dc.identifier.urihttp://hdl.handle.net/10454/19243
dc.descriptionYesen_US
dc.description.abstractThis paper explores teachers’ educational values and how they shape their judgements about physically active learning (PAL). Twenty one teachers from four primary schools in Norway participated in focus groups. By conceptualising PAL as a didaktikk approach, the findings indicated that teachers engaged with PAL in a way that reflected their professional identity and previous experiences with the curriculum. Teachers valued PAL as a way of getting to know pupils in educational situations that were different from those when sedentary. These insights illustrate how PAL, as a didaktikk approach to teaching, can shift teachers’ perceptions of pupils’ knowledge, learning, and identity formation in ways that reflect the wider purposes of education. The paper gives support to a classroom discourse that moves beyond the traditional, sedentary one-way transfer of knowledge towards a more collaborative effort for pupils’ development.en_US
dc.description.sponsorshipThis work was supported by Norwegian Directorate for Higher Education and Skills: [Grant Number 2019-1-NO01-KA203-060324]. The authors of this manuscript were supported and funded by the European Union ERASMUS+Strategic Partnership Fund as part of the Activating Classroom Teachers (ACTivate) project.en_US
dc.language.isoenen_US
dc.publisherTaylor & Francis
dc.rights© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.en_US
dc.subjectPhysically active learningen_US
dc.subjectDidaktikken_US
dc.subjectEducational valuesen_US
dc.subjectTeaching methodsen_US
dc.subjectMovement integrationen_US
dc.subjectSchool-based physical activityen_US
dc.titleUnpacking physically active learning in education: a movement didaktikk approach in teaching?en_US
dc.status.refereedYesen_US
dc.date.Accepted2022-10-21
dc.date.application2022-11-29
dc.typeArticleen_US
dc.type.versionPublished versionen_US
dc.identifier.doihttps://doi.org/10.1080/00313831.2022.2148271
dc.rights.licenseCC-BY-NC-NDen_US
dc.date.updated2022-11-30T17:12:59Z
refterms.dateFOA2022-12-08T14:46:32Z
dc.openaccess.statusopenAccessen_US


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