MA473  Pedagogical theory I  (15 ECTS) 

Course facts

Course code
MA473
Course title
Pedagogical theory I
ECTS
15 ECTS
Semester
Fall
Course language
Norsk/Engelsk
Academic responsible
Kenneth Aggerholm

Introduction

This course provides a broad introduction to pedagogical theories within the human and social sciences. During the course, students will gain insights into key developments and positions within pedagogical theory - from their historical roots to their role and relevance in society today. Through engaging with a selection of pedagogical theories, the course aims to equip students with theoretical tools to address complex pedagogical issues and questions within a variety of movement and activity contexts.

The course is divided into three main parts, each of which considers a broadly themed disciplinary approach to pedagogical theory:

  • Human science pedagogy
  • Social science and critical pedagogy
  • Movement science and non-linear pedagogy

In each of the above themed sections, students will be presented with key theories and concepts that have come to shape contemporary knowledge and practice. The theory will be illustrated through cases featuring familiar pedagogical contexts, such as teaching, coaching, social work and rehabilitation, as well as in relation to policy development and empirical research.

The course opens with a practical session and concludes with an open seminar where students and teachers explore how specific theories can be used to more deeply understand pedagogy in practice and research. 

Learning outcomes

After completing the course, students will be able to

  • understand and articulate key human science traditions underpinning modern pedagogical approaches
  • understand and articulate key sociological and critical theoretical frameworks as they relate to teaching and learning
  • understand and articulate key movement science perspectives that can be used to interpret pedagogical practice
  • compare and critically discuss the strengths and weaknesses of the central theoretical perspectives presented during the course
  • explore synergies and alignments between theoretical perspectives presented during the course 

Learning styles and activities

Lectures, workshops, discussion groups and case-based teaching methods. It concludes with a seminar for all teachers and students. 

The course includes three interdisciplinary seminars for all students in the master program. The seminars involve group work and are taught in English.

Mandatory assignment

At the end of each main part of the course, students must fulfill an assignment that is evaluated as approved/ not approved.

All three assignments must be approved to qualify for the final examn. 

Participation at the interdisciplinary seminars is obligatory. Information about assignments and presentations related to the seminars will be specified at the beginning of the semester.

Assessment

The final examination is a written essay comprised of 3.000 words. Graded A-F.

Can be written in English, Norwegian or other Scandinavian languages. 

Core material

1 BOOK
Pringle, R., Larsson, H. & Gerdin, G. (Eds.) (2019). Critical research in sport, health and physical education: How to make a difference. Routledge.
* You may borrow the book from the library: ORIA
** This book is also available electronic: Click here to download.
*** NB! To open the electronic book off campus, you must use the following VPN connection: Click here to download.

3 BOKKAPITLER - som du finner som PDF-er i Canvas:
Bollnow, O. F. (1976). Eksistensfilosofi og pedagogikk (R. Myhre, Trans.). Christian Ejlers’ Forlag. (Opprinnelig utgitt 1959).
Pages 15-30 and 95-169.

Aggerholm, K., & Standal, Ø. F. (2021). Kroppslig læring er noe man kan øve seg på. In T. P. Østern, Ø. Bjerke, G. Engelsrud, & A. G. Sørum (Eds.), Kroppslig læring - perspektiver og praksiser (pp. 72-83). Universitetsforlaget.

Brinkmann, M. (2020). Bildung and embodiment: Learning, practicing, space and democratic education. In P. Howard, T. Saevi, A. Foran, & G. Biesta (Eds.), Phenomenology and educational theory in conversation: Back to education itself (pp. 115-127). Routledge.

1 CHAPTER FROM AN E-BOOK:
Straum, K. (2018). Klafkis kategoriale danningsteori og didaktikk: En nærmere analyse av Klafkis syn på danning som prosess med vekt på det fundamentale erfaringslag. I K. Fuglseth (Ed.), Kategorial danning og bruk av IKT i undervisning (s. 30-52). Universitetsforlaget. https://www.idunn.no/doi/10.18261/9788215029450201803
* The chapter is available online: Click here to download.

1 DIGITAL COMPENDIUM - is available through Canvas:
Aggerholm, K. (Ed.). (2023). MA473: Pedagogical theory I: FAll 2023 [Digital compendium]. 
* This PDF is available through Canvas.

Table of contents (reference list), alphabetically in APA-style, 7th ed.:
Aggerholm, K., & Giese, M. (2023). Bildung and sport pedagogy. I E. Balz & T. Bindel (Eds.), Bildungszugänge im Sport: Grundlagen und Offerten (pp. 27-40). Verlag Springer.

Biesta, G. (2020). Danning og oppdragelse - om viktigheten av et skille. I T. Sævi & G. Biesta (Ed.), Pedagogikk, periferi og verdi: Eksistensiell dialog om skole og samfunn (pp. 143-155). Fakbokforlaget.

Biesta, G. (2022). World-Centred education: A view for the present. Routledge.
Pages 40-57 and 75-102.

Bollnow, O. F. (1987). Crisis and new beginning: Contributions to a pedagogical anthropology. Duquesne University Press.
Pages 154-167.

Dewey, J. (1997). Experience and education. Touchstone.
Pages 33-50.

Dewey, J. (1999a). Erfaring og tenkning. In E. L. Dale (Ed.), Skolens undervisning og barnets utvikling: Klassiske tekster (pp. 53-66). Ad Notam Gyldendal.

Dewey, J. (1999b). Utdannelse som konservativ og progressiv. In E. L. Dale (Ed.), Skolens undervisning og barnets utvikling. Klassiske tekster (pp. 41-52). Ad Notam Gyldendal.

English, A. R. (2013). Discontinuity in learning: Dewey, herbart and educa-tion as transformation. Cambridge University Press.
Pages 55-102.

Hohr, H. J. (2011). Kategorial danning og kritisk-konstruktiv didaktikk: Den didaktiske tilnærmingen hos Wolfgang Klafki. I K. Steinsholt & S. Dobson (Red.), Dannelse: Introduksjon til et ullent pedagogisk landskap (pp. 163-175). Tapir akademisk.

Klafki, W. (2001a). Dannelsesteori og didaktik: Nye studier (B. Christensen, Trans.). Klim. (Opprinnelig utgitt 1985).
Pages 27-57 and 59-103.

Klafki, W. (2001b). Kategorial dannelse: Bidrag til en dannelsesteoretisk fortolkning av moderne didaktikk (A. Gylland, Trans.). I E. L. Dale (Red.), Om utdanning: Klassiske tekster (pp. 167-203). Gyldendal.

15 ELECTRONIC ARTICLES FROM ELECTRONIC JOURNALS:

* NB! To open electronic articles off campus, you must use the following VPN connection: Click here to download.

Aggerholm, K., Standal, Ø., Barker, D., & Larsson, H. (2018). On practising in physical education: Outline for a pedagogical model. Physical Education and Sport Pedagogy, 23(2), 210-221. https://doi.org/10.1080/17408989.2017.1372408
* The article is available online: Click here to download.

Biesta, G. (2015). Teaching, teacher education, and the humanities: Recon-sidering education as a Geisteswissenschaft. Educational Theory, 65(6), 665-679. https://doi.org/10.1111/edth.12141
* The article is available through Canvas.
(OK based on §15 of the Copyright Law)

Brinkmann, M., & Giese, M. (2023). Practising the practice. Towards a theory of practising in physical education from a Bildung-theoretical perspective. Physical Education and Sport Pedagogy. https://doi.org/10.1080/17408989.2023.2167968
* The article is available online: Click here to download.

Engström, L. M. (2008). Who is physically active? Cultural capital and sports participation from adolescence to middle age: A 38-year follow-up study. Physical Education and Sport Pedagogy, 13(4), 319-343. https://doi.org/10.1080/17408980802400510
* The article is available online: Click here to download.

Friesen, N. (2020). ‘Education as a Geisteswissenschaft’: An introduction to human science pedagogy. Journal of Curriculum Studies, 52(3), 307-322.
* The article is available online: Click here to download.

Gorman, A. D., Headrick, J., Renshaw, I., McCormack, C. J., & Topp, K. M. (2021). A principled approach to equipment scaling for children’s sport: A case study in basketball. International Journal of Sports Science and Coa-ching, 16(1), 158-165. https://doi.org/10.1177/1747954120954569
* The article is available online: Click here to download.

Renshaw, I., & Chow, J. (2019). A constraint-led approach to sport and physical education pedagogy. Physical Education and Sport Pedagogy, 24(2), 103–116. https://doi.org/10.1080/17408989.2018.1552676
* The article is available online: Click here to download.

Ronkainen, N. J., Aggerholm, K., Ryba, T. V., & Allen-Collinson, J. (2020). Learning in sport: From life skills to existential learning. Sport, Education and Society, 26(2), 214-227. https://doi.org/10.1080/13573322.2020.1712655
* The article is available online: Click here to download.

Rudd, J. R., Pesce, C., Strafford, B. W., & Davids, K. (2020) Physical literacy: A journey of individual enrichment: An ecological dynamics rationale for enhancing performance and physical activity in all. Frontiers in Psychology, 11, 1904. https://doi.org/10.3389/fpsyg.2020.01904
* The article is available online: Click here to download.

Rudd, J. R., Woods, C.,Correia, V., Seifert, L. &  Davids, K.(2021). An ecological dynamics conceptualisation of physical ‘education’: Where we have been and where we could go next. Physical Education and Sport Pedagogy, 26(3), 293-306. https://doi.org/10.1080/17408989.2021.1886271
* The article is available online: Click here to download.

Standal, Ø. F., & Aggerholm, K. (2016). Habits, skills and embodied experiences: A contribution to philosophy of physical education. Sport, Ethics and Philosophy, 10(3), 269-282. https://doi.org/10.1080/17511321.2016.1220972
* The article is available online: Click here to download.

Säfvenbom, R., Geldof, J. & Haugen, T. (2014). Sports clubs as accessible developmental assets for all? Adolescents’ assessment of egalitarianism vs. elitism in schools and sports. International Journal of Sport Policy and Politics, 6(3), 443-457. https://doi.org/10.1080/19406940.2013.815255
* The article is available online: Click here to download.

Volshøj, E. S., & Jensen, J.-O. (2022). Versatility and pedagogical models in physical education. Physical Education and Sport Pedagogy. https://doi.org/10.1080/17408989.2022.2054970
* The article is available online: Click here to download.

Aasland, E., Walseth, K., & Engelsrud, G. (2019). The constitution of the ‘able’and ‘less able’student in physical education in Norway. Sport, Education and Society, 25(5), 479-492. https://doi.org/10.1080/13573322.2019.1622521
* The article is available online: Click here to download.