Mats Hordvik

• PhD
• Professor (Associate) at Norwegian School of Sport Sciences

This chapter presents thoughts and recommendations concerning physical education teacher education (PETE) and the process of becoming activist teachers. Activist teachers are committed to social justice and attempt to promote deep changes in the status quo of physical education. Our aim in this chapter is to encourage reflection and discussion abou...

This research takes on the recommendation to continue examining the use of models-based practice (MbP) in diverse contexts by considering pre-service teachers’ (PSTs’) experiences of learning to teach using MbP in a physical education teacher education (PETE) program in Norway. Guided by the theory of a pedagogy of teacher education ( Loughran, 200...

This paper examines four teacher educators' work practices which either perceive to enhance or diminish meaningfulness in physical education teacher education. Through a community of learners, we took a narrative inquiry approach and in particular, a storytelling approach (Chiu-Ching & Chan, 2009), to exploring, identifying, and examining meaningfu...

The overall purpose of the book is to introduce model-based practice in a Norwegian physical education context. The book is divided into three main parts: Part I: Why model-based practice. In chapter 1, we introduce and discuss four main reasons why we should have physical education as a subject in school: physical education for participation in...

Models-based Practice is an organising centre for program planning and development in physical education. The four key aspects of Models-based Practice (themes, variation, lengthier units, student-centred learning), concretised through the adoption of a diverse set of pedagogical models, allow Models-based Practice to represent a concrete and susta...

While the meaningful physical education approach serves as a unifying and focused framework for both physical education teachers and teacher educators, it is focused on teaching physical education and not how teacher educators can teach pre-service teachers (PSTs) how to teach using meaningful physical education. Consequently, Learning about Meanin...

Some students find engaging in physical education (PE) problematic or undesirable to the extent that it makes them adopt strategies to avoid taking part, also known as hiding techniques. There is a need to get a deeper understanding of hiding techniques as a behavioral strategy in PE, especially the underlying causes as to why students choose to en...

Introduction Meaningful experiences in physical education (PE) are of key value to ensure students’ engagement (Beni et al., 2017). However, not all students experience enjoyment and positive experiences in PE and express this through using hiding techniques (Lyngstad et al., 2016) to avoid participation in PE when they find it demanding and diffi...

In this paper, we discuss findings from a collaborative self-study we conducted on enacting a blended approach (i.e. consisting of online and in-person components) to a Physical Education Teacher Education (PETE) course. Data consisted of reflective journals and recorded conversations. We examine assumptions about the structure, content, and pedago...

Emotions are foundational to teaching and teacher education practice. They can influence all aspects of the change process, including considerations of relationships, pedagogical and curricular decisions, and organizational structures. While the study of emotions in teaching has increased since the 1990s, less explicit attention has been paid to th...

The purpose of this research was to examine the ways that a metaphor could help describe and make sense of the facilitation practices of a teacher educator who collaborated in a self-study of teacher education practice project with colleagues in Norway, and an international critical friend. Our research question was: ‘How does the metaphor of orche...

The present study used a prospective cohort design to explore the reasons why young athletes decided to quit playing handball. The theoretical underpinnings were drawn from the fields of career transition, motivation, and meaningful experiences in organized youth sport. Thirty-four athletes were included in a larger research project exploring the c...

The purpose of this research was to explore how we were becoming teacher educators as we built and engaged in relationships through collaborative teaching and research practice. By engaging with collaborative self-study as methodology-pedagogy and rhizomatics, our data pertaining to teaching-research (i.e., group and pair meetings, reflective diari...

Nasjonal og internasjonal forskning fremhever at kroppsøvingsfaget er basert på gamle tradisjoner hva angår både innhold og undervisningsmetoder. Det er derfor flere forskere som etterlyser en større transformasjon av kroppsøvingsfaget. Modellbasert praksis er foreslått som en innovativ, anvendelig og forskningsbasert undervisningstilnærming som ka...

Background: The current interest in models-based practice (MBP) as an innovation and framework has necessitated deeper understanding of both what MBP is and how teacher educators teach pre-service teachers about innovative approaches such as MBP. Despite several studies of individual teacher educators enacting MBP, there are few examples of how sev...

This self-study of teacher education practices examines the processes of developing a pedagogy of teacher education. Drawing on multiple data sources (video and audio, reflective diary, and focus groups), we used concepts from rhizomatics to explore the question, “How does a teacher educator negotiate his learning and practice as he develops a peda...

Background and purpose: Acknowledging that it is critical that researchers design and implement studies that examine teaching as a complex phenomenon (Strom and Martin [2017]. Becoming-teacher: A Rhizomatic Look at First-year Teaching. Rotterdam: Sense Publishers), the objective of this study was to examine pre-service teachers’ (PSTs’) experience...

In this chapter, we deliberately attempt to reframe the “self” in self-study of professional practices by focus on how “self” can be conceptualized in ways that do not equate “self” with “I.” Drawing insights from Deleuze and Guattarian’s (1987) rhizomatic philosophy, and particular the concept of assemblage, the objective was to engage with a rese...

Professional development of teacher educators is deemed important for both teacher education and the educational system as a whole, emerging as a hallmark for what it means to become and learn as a teacher educator. This doctoral thesis aims to add to research on processes of teacher educator professional development. Particularly, the purpose is...

Competition is an essential part of youth sport. But should it also be part of the curriculum in physical education? Or are competitive activities incompatible with the educational context? While some researchers have argued that physical education should embrace the sporting logic of competition, others have criticized the negative experiences it...

The pre-service teacher (PST) learning process has been claimed to include multiple and complex forms of learning because various areas of knowledge growth occur at the same time. In the Sport Education (SE) literature, there has been a noticeable dearth of research regarding how PSTs learn, interpret and deliver the model. While several studies re...

Purpose In this study, we articulate and share our knowledge and understanding of teaching and learning Sport Education in physical education teacher education (PETE): (a) How did the PETE faculty member experience teaching about teaching Sport Education? and (b) How did the PSTs experience learning about teaching Sport Education? Method One PETE...