RT info:eu-repo/semantics/article T1 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 A1 González Calvo, Gustavo A1 Gerdin, Göran A1 Philpot, Rod A1 Hortigüela Alcalá, David K1 Teacher education K1 physical education K1 student teachers K1 beliefs K1 professional identity K1 Enseñanza superior K1 Education, Higher AB Physical Education (PE) teachers have previous experiences that bothshape their particular beliefs about the role and purpose of this schoolsubject as well as their pedagogical practice. The present study aims toexamine and deepen our knowledge of future Spanish PE teachers’previous experiences of and beliefs about PE that condition theirpedagogical practice and intentionality within this school subject. Thedata reported on in this paper were generated through questionnaires,life-history stories and semi-structured interviews with 24 initial teachereducation students in the second year of a degree specialising in PE at aSpanish university. The data was analysed using content and narrative(thematic) analysis. The students, far from being tabula rasa, in theirresponses show how their previous socialisation period, theirsubjectivities and identities constitute particular beliefs about PEteaching. More specifically, the results reveal four key themes in thestudent teachers’ experiences and beliefs that represent four differentfactors influencing future PE teacher identities: (1) ‘Sport’; (2) ‘PE forhealth’; (3) ‘A focus on pedagogy’; and (4) ‘A critical orientation’. Inconclusion, the study reaffirms the need for further reflection on howprevious experiences and beliefs influence the development ofprofessional teacher identities as part of initial teacher education in PE. PB Taylor & Francis Group SN 1357-3322 YR 2021 FD 2021 LK http://hdl.handle.net/10259/6281 UL http://hdl.handle.net/10259/6281 LA eng DS Repositorio Institucional de la Universidad de Burgos RD 28-mar-2024