Physical education preservice teachers’ perceptions of the subject and profession: development during 2005–2016

Abstract

Background: During the socialization process when becoming a physical education (PE) teacher, the knowledge, perceptions and expectations of what it means to work as a teacher are developed. In this socialization, the initial acculturation phase is shown to be of the most importance, since individual PE teachers' experiences during this phase are shown to have a long-lasting influence on their approach to and perception of the subject and the profession. Furthermore, research shows that most physical education teacher education (PETE) programmes are ineffective in altering these initial perceptions and beliefs during the programme. This inertia to change may resemble Bourdieu's concept of habitus. Purpose: The purpose of this study was to analyse the background of PE preservice teacher students (PSTs) and examine their embodied perceptions and beliefs related to the subject and profession when they enrol. Specifically, the study focuses on their background characteristics, perceptions of PE and PE teachers, and whether their background and perceptions changed between 2005 and 2016. Method: This study draws on a web-based questionnaire completed by 224 students (90 women and 134 men) enrolled in the PETE programme at a major university in Sweden between 2005 and 2016. The questionnaire used in this study addressed the PSTs' experiences, views, beliefs and perceptions of PE and the PE profession, and it was completed during the first semester of respective students' PE subject studies. Findings: PE PSTs are a homogeneous group of students with similar backgrounds, experiences and perceptions of PE and their future profession as PE teachers. Participants suggested that important characteristics for a good PE teacher include possessing subject knowledge, having pedagogical competence and being considerate. A good PE lesson should be fun and inspiring, consist of physical activity and be adapted to all. Important goals for PE are to develop pupils' character and promote healthy behaviours. The PSTs' background characteristics and perceptions do not seem to have changed during the studied period, in spite of the fact that the structure of the PETE programme did change. Conclusions: The homogeneous background among PSTs, with vast experience of sport and physical activity, implies that they will interact and engage with students with similar backgrounds and perceptions (i.e. habitus) during PETE. This may limit the potential influence of PETE and fail to prepare PSTs for the demands of their future profession. However, if the influences of acculturation were accounted for during PETE, the programmes could be better designed and better prepare PSTs for their future profession.

Teaching of a volleyball technique and representations of physical education teachers in Sub-Saharan African environment

“…More specifically, during the teaching-learning process, the professional skills of teachers cover plural knowledge used in the planning, organization, and cognitive preparation of the session and in the practical experience resulting from interactions in the classroom. This knowledge is crossed by a strongly affective dimension (Ferry, 2018). Indeed, outside the presence of pupils, the teacher is led to question his own relationship to knowledge; within the framework of interactions in class, he must also manage the reactions of the group, anticipate possible drifts and distance himself from his own emotions when the situation particularly affects him.…”

The image of physical education teachers held by students from two universities

“…Perceptions of PE teachers are formed at an early age through a process of acculturation. These initial experiences gained in the family and school experiences, together with those gathered in games and free-time, make up what Bordieu calls habitus 18 . Parents, sportspeople through the media, and the early experiences with teachers and friends provide intuitive images that remain in our mind 20,22 as a personal habitus that is difficult to change at a more mature age, because it is not immediately conscious.…”

“…Beliefs and attitudes are shaped at an early age by an individual's personal life experience, and they can create an unconscious barrier that hinders changes in our conceptual models 18 . In the case of the university students' perceptions about what it means to be a PE teacher, these personal perceptions need to be shared and discussed to assess whether they hinder or promote their role as future physical education teachers 19 .…”

Development of the Pre-service Physical Education Teachers' Teacher Identity Scale

“…Beijaard (1995) suggested that “teachers of similar age and sex share similar experiences, perceptions, attitudes, satisfaction, frustration, and concerns, and the nature of their motivation and commitment alters in a predictable pattern as they get older” (Beijaard, 1995: 284). Similarly, Ferry (2018) found that Swedish PPETs' teaching goals and perceived good teaching practices remained relatively unchanged despite the structural changes in PETE programs between 2005 and 2016. Ferry’s (2018) findings indicated that three components in DSMRI (i.e.…”

“…They found a lack of diversity in ontological and epistemological stance and research methodology and a lack of valid and reliable measurement instruments. Three recent studies (Alves et al, 2019; Ferry, 2018; Virta et al, 2019) are incorporated in the following discussion about research findings and gaps in PPET-TI.…”