Signaturpedagogikk i kroppsøvingsfagets friluftslivsundervisning?
Signaturpedagogikk kan bidra til å forstå hvordan profesjonsutdanninger forbereder fagpersoner på yrkesutøvelse, men forskere har også understreket behovet for å utforske signaturpedagogikker i undervisningspraksiser i skolen. I studien anvender forfatterne Shulmans (2005) tre strukturer i signaturpedagogikk som analytisk rammeverk for å undersøke hvordan kroppsøvingslærere oppfatter egen undervisningstilnærming og hvordan de tilrettelegger for elevenes kompetanseutvikling. Studien har et kvalitativt design forankret i kritisk realisme, og bygger på semistrukturerte intervjuer med seks kroppsøvingslærere i videregående skole. Funnene viser at friluftslivsundervisningen kjennetegnes av elevsentrerte og kroppsliggjorte tilnærminger til læring. Refleksjon, kroppslig samhandling og sanseerfaringer fremheves som sentrale når lærerne beskriver hva elevene skal lære. Lærerne legger vekt på verdier og profesjonelle holdninger knyttet til bærekraftig naturbruk, ivaretakelse av helse og betydningen av livslang bevegelsesglede, samt videreføring av lokale friluftslivstradisjoner. Studien diskuteres i lys av tidligere forskning og peker på behovet for ytterligere studier med ulike kunnskapstilnærminger for å utvikle et mer solid grunnlag for å forstå hva som kjennetegner signaturpedagogikken i friluftslivsundervisning i kroppsøving.
ENGLISH ABSTRACT
Signature Pedagogy in Outdoor Education Teaching?
Signature pedagogies can help illuminate how professional education programmes prepare practitioners for their future work, but researchers have also emphasized the need to investigate signature pedagogies within school-based teaching practices. Drawing on Shulman’s (2005) three structures, this study examines which instructional forms and practices six physical education teachers consider central in their outdoor education teaching, and how they facilitate students’ competence development. The study employs a qualitative design grounded in critical realism and is based on semi-structured interviews with six upper secondary physical education teachers. The findings show that outdoor education is characterized by student-centred and embodied approaches to learning. Reflection, bodily interaction, and sensory experiences are highlighted as central when teachers describe what students are expected to learn. The teachers emphasise values and professional dispositions related to sustainable use of nature, health promotion, and the importance of lifelong enjoyment of movement, as well as the continuation of local outdoor recreation traditions. The study is discussed considering previous research and identifies a need for further studies using diverse epistemological approaches to develop a more robust understanding of the defining features of signature pedagogy in outdoor education within physical education.
ENGLISH ABSTRACT
Signature Pedagogy in Outdoor Education Teaching?
Signature pedagogies can help illuminate how professional education programmes prepare practitioners for their future work, but researchers have also emphasized the need to investigate signature pedagogies within school-based teaching practices. Drawing on Shulman’s (2005) three structures, this study examines which instructional forms and practices six physical education teachers consider central in their outdoor education teaching, and how they facilitate students’ competence development. The study employs a qualitative design grounded in critical realism and is based on semi-structured interviews with six upper secondary physical education teachers. The findings show that outdoor education is characterized by student-centred and embodied approaches to learning. Reflection, bodily interaction, and sensory experiences are highlighted as central when teachers describe what students are expected to learn. The teachers emphasise values and professional dispositions related to sustainable use of nature, health promotion, and the importance of lifelong enjoyment of movement, as well as the continuation of local outdoor recreation traditions. The study is discussed considering previous research and identifies a need for further studies using diverse epistemological approaches to develop a more robust understanding of the defining features of signature pedagogy in outdoor education within physical education.
Published in Nordisk tidsskrift for utdanning og praksis, 2026
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