Background/Purpose: Most research in physical education teacher education (PETE) exists primarily in field experiences focusing on technical aspects of teaching (Collier, 2006). Rogoff (1990) argues that the relationships among individuals, activities and environments is the key to development and learning rather than actions between these factors. The purpose of this study was to explore the human dimension of a PETE program. Two research questions guided this study: 1) what were the relationships between and among participants; 2) how do these relationships impact the development of preservice teachers?
Method: Participants included 16 preservice teachers, two teaching assistants, and one faculty member from a PETE program. Data sources included seven focus group interviews over two semesters. Data were analyzed using constant comparison method (Lincoln & Guba, 1985).
Analysis/Results: Three themes defined the relationships for participants which contributed to preservice teacher development: 1) collaboration built confidence, 2) informal interactions between faculty and students led to comfortableness, 3) similar experiences unified and strengthened the group. Collaboration among preservice teachers built self-esteem and teaching techniques. Comfortableness was nurtured through informal interactions in and outside of the classroom. Like experiences over time served to unify individuals among this group.
Conclusions: Results of this study indicated that relationships between and among the preservice teachers and faculty enhance their learning. Similar to the findings of Pea (1993), these preservice teachers' knowledge was socially constructed through collaborative efforts toward shared objectives through dialogues and challenges in which relationships positively affected their ability to teach.