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

Autor/inn/en	González-Calvo, Gustavo; Gerdin, Göran; Philpot, Rod; Hortigüela-Alcalá, David
Titel	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
Quelle	In: Sport, Education and Society, 26 (2021) 8, S.931-944 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (González-Calvo, Gustavo) ORCID (Gerdin, Göran) ORCID (Philpot, Rod) ORCID (Hortigüela-Alcalá, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2020.1812563
Schlagwörter	Physical Education; Correlation; Prior Learning; Educational Experience; Beliefs; Undergraduate Students; Preservice Teachers; Preservice Teacher Education; Elementary Education; Health Related Fitness; Athletics; Critical Theory; Professional Identity; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Korrelation; Vorkenntnisse; Bildungserfahrung; Belief; Glaube; Lehramtsstudiengang; Lehrerausbildung; Elementarunterricht; Gesundheitssport; Gesundheitstraining; Leichtathletik; Kritische Theorie; Ausland; Spanien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01