Pre-service physical education teachers (PSTs) enter the planned sequence of pedagogy courses with an apprenticeship of observation, or in their experience what they believe it is like to be a physical education teacher. These observations are specific to personal knowledge, beliefs, and value orientations about teaching physical education that can filter ideas compatible and incompatible with the teacher education program objectives centered on teaching and learning. To deliver teacher education programs that are meaningful and relevant, PSTs’ perceptions such as these must be better understood. The purpose of this project was to investigate PST’s perceptions and attitudes toward teaching physical education and to identify how they changed as a result of coursework in the planned sequence of pedagogy courses.
Method: This research study employed mixed- methods approach to capture information from three different cohorts of PSTs at multiple time points within their PETE program. Data were collected from 34 participants enrolled in three different courses within one PETE program over one semester. A demographic survey, the Value Orientation Inventory-2, and semi-structured interviews were utilized. Data were analyzed inductively by data source and deductively when comparing all data sources and confirmed as trustworthy through peer audits, team debriefing, and member checking Profiles were created for each class cohort in an attempt to identify PST attitudes and value orientations, and how they changed over time.
Analysis/Results: Descriptive analysis of the VOI-2 survey showed cohort one and two were unsure of their value orientations while cohort three (PSTs who were enrolled in the student teaching practicum) exhibited a high priority for the Discipline Mastery value orientation. Qualitative results revealed all three cohorts exhibited defined attitudes and perceptions of physical education, which evolved over time. Findings also revealed that PSTs perceived secondary physical education as non-academic and the teacher/coach role conflict was a concern.
Conclusions:
Like previous occupational socialization studies PSTs within a single program identified specific attractors and repellers for those who elect to major in physical education, and these ideas affect their beliefs. PETE program messages contributed to the modification of attitudes and perceptions of PSTs socialized as a result of their apprenticeship of observation. This case study provides evidence that PETE does affect PSTs with moderate to strong coaching orientations.
Word count = 396
Submit to the Teaching & Learning