Green Journals

«Hope in the hanging snore?» En studie av kroppsøvingslærerstudenters erfaringer med læring om og gjennom modellbasert praksis

Lars Bjørke, Anders Dølgaard

2026-10-15 Vol. 10 Issue 2 Pages 38-54

DOI: 10.23865/jased.v10.7792

«Så åpner man hjertene litt, rett og slett.» Lærerstudenters erfaringer med bruk av estetiske uttrykksformer i praksisundervisningen: intensjoner og realiteter

Marit Ulvik, Øyvind Wiik Halvorsen

2026-10-5 Vol. 10 Issue 4 Pages 1-16

DOI: 10.23865/jased.v10.7438

Att undervisa i skrivande som konst: Lärares uttryck för ordkonstundervisning som performativ undervisningspraktik inom grundläggande konstundervisning

Sofie Lundell, Sofia Jusslin

2026-9-14 Vol. 10 Issue 1 Pages 93-114

DOI: 10.23865/jased.v10.7622

Lydiga kliv och subversiva samarbeten: En studie av kulturskolelivet i spänningsfältet mellan akademisk struktur och kulturskolans bildningsverksamhet

Anna Widén, Sofia Cedervall, Ketil André Thor Thorgersen

2026-6-30 Vol. 10 Issue 3 Pages 1-18

DOI: 10.23865/jased.v10.7165

Ett outtalat konstämne: En översiktsstudie om konstformer inom läroämnet modersmål och litteratur

Sofia Jusslin, Heidi Höglund

2026-6-18 Vol. 10 Issue 1 Pages 71-92

DOI: 10.23865/jased.v10.7551

Lærerstudenters opplevelse av estetiske læringsprosesser i pedagogikkfaget

Kristin Blakstad, Christine Watne Kristiansen, Adina Marie Nydahl

2026-6-16 Vol. 10 Issue 1 Pages 53-70

DOI: 10.23865/jased.v10.7530

Ordkonst som en del av litteraturundervisning – inlevelsefull läsning och kreativt skapande

Juli-Anna Aerila, Kauppinen Merja, Kati Kajander

2026-6-5 Vol. 10 Issue 1 Pages 38-52

DOI: 10.23865/jased.v10.7560

Venture into Wonder – Aesthetic Pathways to Learning English as a Second Language

Ingrid Hekneby Braseth

2026-3-20 Vol. 10 Issue 1 Pages 18-37

DOI: 10.23865/jased.v10.7128

Entrétekster og kunstopplevelser – dioramaer i norskfaget

Elisabeth Hovde Johannesen

2026-3-13 Vol. 10 Issue 1 Pages 1-17

DOI: 10.23865/jased.v10.7204

Teacher education programs have faced criticism for inadequately preparing preservice teachers for professional life, which may be particularly troublesome when managing disruptive situations in schools. There is limited understanding of how physical education teacher education (PETE) influences this aspect of teaching. Addressing this gap is crucial, as disruptive situations can lead to teacher burnout, reduced instructional time, and missed opportunities for students to learn important life skills. This study utilized observations, video recordings, and interviews to investigate how one teacher was socialized into managing disruptive situations in physical education (PE) through thematic analysis. The findings indicated that the PETE program did not provide research-based knowledge or general principles to guide actions in managing disruptive situations in PE. Consequently, the PETE program failed to establish a foundation for creating professional teachers who were adept at managing disruptive situations wisely. The potential consequences of PETE not evolving current practices include the continued use of strategies that do not work well, a lack of engagement with research to inform actions, and a failure to recognize the value of PETE. The study discusses suggestions for PETE programs to revise current practices related to managing disruptive situations.

Dag Ove Hovdal, Knut Arne Hovdal, Nina Helgevold

2026-3-13 Vol. 10 Issue 2 Pages 20-37

DOI: 10.23865/jased.v10.7308

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