Background/Purpose A constructivist approach to teaching and learning in teacher education has been widely accepted (Richardson, 1997). Yet, little is known about constructivist environments within physical education teacher education (PETE). The purpose of this study was to examine PETE students' conceptions of learning to teach through the use of constructivist principles. Specifically, students' views of the pedagogical aspects employed were explored.
Method Data sources included focus group interviews with 13 members of a field based PETE methods class grounded in constructivist principles and course artifacts. Responses to interview questions were analyzed using open and axial coding (Corbin & Strauss, 2008). Trustworthiness was established through a researcher journal and triangulation.
Analysis/Results Data analysis revealed four pedagogical aspects that contributed to these students' learning: relationships, feedback, time, and active learning. Relationships included meaningful connections with class members and instructors. Feedback was described as timely insight about their teaching and work with young people from both instructors and peers. The amount of time engaged in learning was acknowledged as being significant. Engagement with actual elementary school students provided active learning that allowed for the translation of theory into practice.
Conclusions These students' positive views of creating knowledge by applying it with elementary children may suggest a constructivist approach as a viable and powerful means for framing effective PETE programs. Furthermore, there may be an increased potential for these students to utilize similar strategies when teaching and the cultivation of relationships may serve as a way to counteract the occupational socialization of beginning teachers.