Idrottsundervisning på språkintroduktionsprogrammet : En kvalitativ studie om idrottslärares upplevelser av att undervisa nyanlända elever

Sammanfattning

The present study deals with teachers' experiences and perceptions of physical education for newly arrived students at the language introduction programme. The study's questions deal with what the teachers see as central to the teaching of physical education and health at language introduction, as well as what challenges and opportunities they highlight in relation to the teaching. To answer the questions, data has been collected through semi-structured interviews with six different teachers who teach physical education and health at the language introduction programme. The material was processed with inspiration from the six phases in Braun & Clarke's (2006) guide for thematic analysis. In the analysis, Larsson's (2012) sociocultural perspective on movement has been used as a theoretical framework to understand the new context for movement that teaching constitutes, as well as how previous contexts for movement have shaped the students. As an even more relationship-oriented complement to Larsson's (2012) perspective, Aspelin & Persson's (2011) relational pedagogy has guided the understanding of the teachers' approach to students, and the social processes that arise in teaching. The results of the study show that relationships between teacher and student are central to the teaching of sports and health in the language introduction programme. Another central aspect, which is described as characterizing for the specific teaching context, is the heterogeneity of the student groups. The heterogeneity is made visible through different conditions, needs and goals as well as a great variation in the students' school background: everything from a stable school background to no experience at all. Against the background of this heterogeneity, the teachers also highlight how a central challenge places itself within a subject-specific category: the newly arrived students' varying experiences of movement. The result shows an effort by the teachers to create a teaching environment in which the students are not afraid to fail, and which is characterized by a distinction between performance and individual. The results also show that the students' multilingualism is seen as an important asset by the teachers, regarding how the students help each other in order to understand what the teachers convey.