Wanting to become PE teachers in Spain: connections between previous experiences and particular beliefs about school Physical Education and the development of professional teacher identities

• Published in: Sport, education and society Vol. 26; no. 8; pp. 931 - 944
• Main Authors: González-Calvo, Gustavo, Gerdin, Göran, Philpot, Rod, Hortigüela-Alcalá, David
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 13.10.2021; Taylor & Francis Ltd
• Subjects: Athletics; Beliefs; Correlation; Critical Theory; Educational Experience; Educational Practices; Elementary Education; Foreign Countries; Health Related Fitness; Identity; Idrottsvetenskap; Intentionality; Interviews; Pedagogics and Educational Sciences; Pedagogik och Utbildningsvetenskap; Pedagogy; Physical Education; Physical Education Teachers; Preservice Teacher Education; Preservice Teachers; Prior Learning; Professional Identity; Semi Structured Interviews; Socialization; Sport Science; Student teacher relationship; Student Teachers; Teacher education; Teacher Improvement; Teachers; Teaching; Undergraduate Students; Spain; physical education; student teachers; professional identity; Teacher education; beliefs
• ISSN: 1357-3322; 1470-1243; 1470-1243
• DOI: 10.1080/13573322.2020.1812563

Physical Education (PE) teachers have previous experiences that both shape their particular beliefs about the role and purpose of this school subject as well as their pedagogical practice. The present study aims to examine and deepen our knowledge of future Spanish PE teachers' previous experiences of and beliefs about PE that condition their pedagogical practice and intentionality within this school subject. The data reported on in this paper were generated through questionnaires, life-history stories and semi-structured interviews with 24 initial teacher education students in the second year of a degree specialising in PE at a Spanish university. The data was analysed using content and narrative (thematic) analysis. The students, far from being tabula rasa, in their responses show how their previous socialisation period, their subjectivities and identities constitute particular beliefs about PE teaching. More specifically, the results reveal four key themes in the student teachers' experiences and beliefs that represent four different factors influencing future PE teacher identities: (1) 'Sport'; (2) 'PE for health'; (3) 'A focus on pedagogy'; and (4) 'A critical orientation'. In conclusion, the study reaffirms the need for further reflection on how previous experiences and beliefs influence the development of professional teacher identities as part of initial teacher education in PE.