2026-04-30T07:03:31Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/62812021-12-14T01:00:20Zcom_10259_5786com_10259_5086com_10259_2604col_10259_5787

González Calvo, Gustavo 16907257-0b4f-439b-a545-4afbad29a884 600 Gerdin, Göran 525c4412-3cce-4fa0-aed9-c3f65dff331b 600 Philpot, Rod 263980ba-d5cc-4005-825f-d81e78a1a451 600 Hortigüela Alcalá, David 284 600 0000-0001-5951-758X 2021-12-13T14:47:43Z 2021-12-13T14:47:43Z 2021 1357-3322 http://hdl.handle.net/10259/6281 10.1080/13573322.2020.1812563 1470-1243 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. application/pdf eng Taylor & Francis Group Sport, Education and Society. 2021, V. 26, n. 8, p. 931-944 https://doi.org/10.1080/13573322.2020.1812563 Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess Teacher education physical education student teachers beliefs professional identity Enseñanza superior Education, Higher 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 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion THUMBNAIL Gonzalez-ses_2021.pdf.jpg Gonzalez-ses_2021.pdf.jpg IM Thumbnail image/jpeg 4692 https://riubu.ubu.es/bitstream/10259/6281/4/Gonzalez-ses_2021.pdf.jpg f73ef37fbcbc5f2455fcfca76cdabb3f MD5 4 LICENSE license.txt license.txt text/plain; charset=utf-8 998 https://riubu.ubu.es/bitstream/10259/6281/3/license.txt aa90105e1c90a1b4fe810649aa967b7d MD5 3 CC-LICENSE license_rdf license_rdf application/rdf+xml; charset=utf-8 805 https://riubu.ubu.es/bitstream/10259/6281/2/license_rdf 4460e5956bc1d1639be9ae6146a50347 MD5 2 ORIGINAL Gonzalez-ses_2021.pdf Gonzalez-ses_2021.pdf application/pdf 1877356 https://riubu.ubu.es/bitstream/10259/6281/1/Gonzalez-ses_2021.pdf bc9af02d90bd81cfc22b95096f8732bf MD5 1 10259/6281 oai:riubu.ubu.es:10259/6281 2021-12-14 02:00:20.526 Repositorio Institucional de la Universidad de Burgos bubrep@ubu.es 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