- 10.00-11.00: trial lecture.
- 12.00-15.30: public defence.
Title of the trial lecture: “What is future possibilities and limits for PE through action- and phenomenological research approaches?”
The title of the thesis is "Pedagogical reorientation and qualitative self-transformation. Teachers’ and students’ experiences with physical education informed by the Practising Model."
The committee consist of
- first opponent, Professor Malte Brinkmann, Department of Education Studies, Humboldt University Berlin
- second opponent, Professor Gunn Nyberg, Department of Sports Sciences, Malmö University
- chair of the committee, Associate Professor Knut Ove Æsøy, Department of Primary and Secondary Teacher Education, OsloMet
The leader of the public defence is Sølvi Mausethagen, Vice-Dean of Research and Development, Faculty of Education and International Studies, OsloMet.
The main supervisor is Professor Emeritus, Knut Løndal, Department of Primary and Secondary Teacher Education, OsloMet. The co-supervisor is Professor Kenneth Aggerholm, Department of Teacher Education and Outdoor Studies, Norwegian School of Sport Science.
Summary
In this study, Askildsen investigates how teachers and students experience the exploration of a physical education practice informed by a pedagogical model known as the Practising Model, and how these experiences can contribute to the further theoretical development of practising in physical education.
The study is conducted as an Interactive Action Research study within a Norwegian lower secondary school context and has involved close collaboration with teachers and students.
Overall, the study demonstrates how pedagogy informed by the Practising Model and transformed through Interactive Action Research holds the potential to provide a fresh design to the school subject of physical education – a design that can break the mold of traditional practices by providing new and distinct practice architectures, that is, existing ways to think and talk about pedagogy, enact pedagogical ideas, and not least, relate to each other in practical pedagogical scenarios.
