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dc.contributor.authorGonzález Calvo, Gustavo
dc.contributor.authorGerdin, Göran
dc.contributor.authorPhilpot, Rod
dc.contributor.authorHortigüela Alcalá, David 
dc.date.accessioned2021-12-13T14:47:43Z
dc.date.available2021-12-13T14:47:43Z
dc.date.issued2021
dc.identifier.issn1357-3322
dc.identifier.urihttp://hdl.handle.net/10259/6281
dc.description.abstractPhysical 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoenges
dc.publisherTaylor & Francis Group
dc.relation.ispartofSport, Education and Society. 2021, V. 26, n. 8, p. 931-944es
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectTeacher educationen
dc.subjectphysical educationen
dc.subjectstudent teachersen
dc.subjectbeliefsen
dc.subjectprofessional identityen
dc.subject.otherEnseñanza superiores
dc.subject.otherEducation, Higheren
dc.titleWanting to become PE teachers in Spain: connections between previous experiences and particular beliefs about school Physical Education and the development of professional teacher identitiesen
dc.typeinfo:eu-repo/semantics/articlees
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.relation.publisherversionhttps://doi.org/10.1080/13573322.2020.1812563es
dc.identifier.doi10.1080/13573322.2020.1812563
dc.identifier.essn1470-1243
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones


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