'We Want To, but We Can't': Pre-Service Teachers' Experiences of Learning to Teach Primary Physical Education

Autor/in	Randall, Vicky
Titel	'We Want To, but We Can't': Pre-Service Teachers' Experiences of Learning to Teach Primary Physical Education
Quelle	In: Oxford Review of Education, 49 (2023) 2, S.209-228 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Randall, Vicky)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2022.2040471
Schlagwörter	Physical Education; Preservice Teachers; Preservice Teacher Education; Experiential Learning; Elementary Education; Teacher Competencies; Foreign Countries; Student Teaching; United Kingdom (England); United Kingdom (London) + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Lehramtsstudiengang; Lehrerausbildung; Experiental learning; Erfahrungsorientiertes Lernen; Elementarunterricht; Lehrkunst; Ausland; Teaching practice; Unterrichtspraxis
Abstract	A growing trend in primary schools in recent times has been to outsource Physical Education (PE) to external sport and activity providers. The impact of this has not yet been examined on new teachers entering the profession. Drawing upon Critical Theory, this paper aims to explore and understand pre-service teachers' (PSTs) school-based experience of learning and teaching in primary PE. A total of 625 PSTs took part in the study, representing a variety of routes into primary teaching. Quantitative data were obtained, identifying the number of lessons taught by PSTs, and their perceived confidence and willingness to teach. Qualitative data were also gathered to examine the contextual factors influencing PSTs' development. Findings showed that while PSTs were both willing and confident to teach primary PE, over a third were unable to do so. Reasons were predominantly attributed to curriculum outsourcing and perceived low subject priority in initial teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01