Becoming a physical education teacher: Preservice teachers’ meaning-making process in the transition between a subject didactics course and the practicum

Research has shown that a critical teaching perspective is at risk if preservice teachers perceive a gap between university- and field-based courses. This study explores how preservice physical education (PE) teachers make meaning out of their participation in a subject didactics course and the prac...

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Bibliographic Details
Published inTeaching and teacher education Vol. 136; p. 104363
Main Author Westerlund, Runa
Format Journal Article
LanguageEnglish
Published Elsevier Ltd 01.12.2023
Subjects
Dewey
End-in-view
Experience
Meaning-making
Physical education
Teacher education
Teacher learning
Experience
Teacher learning
Meaning-making
Dewey
Teacher education
Physical education
End-in-view
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Summary:Research has shown that a critical teaching perspective is at risk if preservice teachers perceive a gap between university- and field-based courses. This study explores how preservice physical education (PE) teachers make meaning out of their participation in a subject didactics course and the practicum. Interviews conducted across 1 year revealed that preservice teachers experienced PE teaching as practical skills and the advocacy of movement and health during the university-based course but not during the practicum. In both contexts, teaching as didactic and embodied knowledge was perceived as being meaningful. The study suggests that emotional learning occasions, role models, and clear purposes are supportive for a critical teaching perspective.
ISSN:0742-051X
1879-2480
1879-2480
DOI:10.1016/j.tate.2023.104363