Mats Hordvik

Mats Hordvik
Norwegian School of Sport Sciences (NIH) · Department of Physical Education

PhD

About

16
Publications
10,748
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
124
Citations
Citations since 2016
16 Research Items
124 Citations
2016201720182019202020212022010203040
2016201720182019202020212022010203040
2016201720182019202020212022010203040
2016201720182019202020212022010203040
Introduction
Mats' main teaching and research interests revolve around teaching and learning in higher education, (physical education) teacher education, professional development, rhizomatic inquiry, models-based practice, and intimate scholarship (i.e., self-study methodology).
Additional affiliations
August 2011 - January 2014
Position
  • Sports and physical education teacher
Education
August 2009 - May 2011
Norwegian School of Sport Sciences (NIH)
Field of study
  • Sports coaching
August 2008 - May 2009
Norwegian School of Sport Sciences (NIH)
Field of study
  • 1-year programme in educational theory and practice

Publications

Publications (16)
Article
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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...
Poster
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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...
Chapter
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...
Chapter
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...
Thesis
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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...

Network

Cited By

Projects

Projects (2)
Project
The purposes of this research were to: (i) explore the professional learning and identity formation of a group of teacher educators as they built and engaged in relationships through collaborative teaching and research practice in one teacher education module. (ii) develop an understanding of how a collaborative approach to teaching pre-service teachers models-based practice can support coherence in physical education teacher education modules. (iii) examine how two groups of pre-service teachers experience learning about teaching pedagogical models-based practice in one physical education teacher education module (iv) examine the processes of an initiative where a researching teacher educator facilitated a self-study of teacher education practice project with three teaching teacher educators and an international critical friend.
Project
Researchers advocate for an “ontological turn” (Lather & St. Pierre, 2013) in teacher education research (Strom, 2015; Strom & Martin, 2017), encouraging a focus on the relational process(es) of teacher educator professional development and practice rather than the outcomes alone. Specifically, rich qualitative research that uses non-linear frameworks (such as rhizomatics (Deleuze & Guattari, 1987), cultural-historical activity theory (Engeström, 1999) and actor-network theory (Latour, 2005)) to investigate interactions between human actors, and the ways that multiple human and non-human elements shape practice, is deemed valuable (Strom, 2015; Strom & Martin, 2017). This doctoral thesis was prompted by the desire to generate understanding and thinking differently and in more non-linear interactive ways about teacher educator professional development. Marring the nature of rhizomatics (Deleuze & Guattari, 1987) and S-STEP methodology (Pinnegar & Hamilton, 2009), I focus on practicality, process, and context. Executing a rich qualitative doctoral project, I examined the relational, interactive and constantly evolving processes of my practice as I engaged with the S-STEP methodology as a pedagogy for my professional development. As such, this doctoral thesis aims to add to research on processes of teacher educator professional development. I aim to contribute to the establishment of a robust, research-based knowledge base for teacher educators with specific focus on beginning teacher educators. Particularly, the purpose of this thesis is to investigate my teacher education teaching and research practice. That is, I consider the processes of a beginning teacher educator’s practices, experiences, contexts and knowledge construction. The following research question evolved from the research process: “How does a teacher educator negotiate his teaching and research practice as he develops professionally?”