2026-04-19T22:38:00Zhttps://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 Gerdin, Göran Philpot, Rod Hortigüela Alcalá, David Teacher education physical education student teachers beliefs professional identity 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. 2021-12-13 2021-12-13 2021 info:eu-repo/semantics/article 1357-3322 http://hdl.handle.net/10259/6281 10.1080/13573322.2020.1812563 1470-1243 eng Sport, Education and Society. 2021, V. 26, n. 8, p. 931-944 https://doi.org/10.1080/13573322.2020.1812563 http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess Attribution-NonCommercial-NoDerivatives 4.0 Internacional Taylor & Francis Group