Preservice classroom teachers identity development in learning to teach physical education

Abstract

The purpose of this study was to examine preservice classroom teachers' (PCTs) identity development as teachers of physical education (PE) in a methods course designed based on the thematic framework of learning to teach (Feiman-Nemser 2008). Ten PCTs (four male, six female) were selected, and data were collected from PCTs' reflective journal entries, as well as individual interviews with participants. Inductive analysis of data revealed that PCTs' identity as elementary PE teachers has been changed: (a) from a sport coach to a movement educator, (b) from a recess organizer to a curriculum implementer, and (c) from a classroom teacher to school-wide physical activity teacher. These changes have been facilitated by the teacher educator's modeling behaviors, micro-teaching practice, and reflection combined with metaphor development in regard to the teaching and the teacher. This study highlights the important role of a methods course to help PCTs transform diverse learning experiences into legitimate sources of knowledge for their own identity development.