Physical education pre-service teachers' perceptions of the subject and profession - development during the professional socialization

Background Studies using occupational socialization theory is inconclusive in relation to the impact of PETE on PSTs' beliefs and perceptions of their future profession. Some studies indicate that PETE only have limited, if... [ view full abstract ]

Background

Studies using occupational socialization theory is inconclusive in relation to the impact of PETE on PSTs' beliefs and perceptions of their future profession. Some studies indicate that PETE only have limited, if any, effect (cf. Adamakis & Zounhia, 2016), while other studies have found that PETE can successfully challenge PSTs’ beliefs (cf. Richards et al., 2014). Influenced by occupational socialization theory, the objective of this study was to investigate the development of PSTs’ perceptions of the aim of PE and their future profession as PE teachers during PETE.

Methods

This study used web-surveys answered by PSTs' at the beginning and end of a 5.5 year PETE program at a Swedish university. In total, 179 PSTs (105 men, 74 women) responded during their enrollment between 2005 and 2012, and 68 (41 men, 27 women) after completing the program between 2010 and 2017. This study focused on the questions addressing the PSTs’ beliefs and perceptions of PE and PE teachers.

Findings 

Unlike most studies, this study show that PSTs’ perceptions of PE and their future profession develop during PETE, at least on a group level (p<.05). At enrollment the highest valued characteristics for a good PE teacher where pedagogical competence (23%) and being considerate (19%), while possessing subject knowledge (28%) and being able to motivate pupils (19%) at completions of PETE (p<.05). The results also show that perceptions of a good PE lesson change from enrollment, where PSTs' suggest that a good lesson should be adapted to all pupils (21%) and be fun and inspiring (18%), to be well planned (24%) and develop pupils’ skills (21%) at completion of the program (p<.05). To understand these results and possible reasons behind this development, a deeper analysis of the organization and content of the specific PETE program is required.