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Abstract

The objective of this exploratory study was to identify the content of preservice teachers' practical knowledge and the influence of their acculturation experiences on their practical knowledge. Informed by teacher occupational socialisation theory, a mixed method design was used to examine 26 first-year preservice physical education and health (PEH) teachers' practical knowledge construction during their first PEH course. Data collection included a written assignment in which the preservice teachers, based on their learning experiences during the PEH course, were asked to describe 10 significant didactical milestones (DMs) (practical knowledge) that would guide their future teaching in PEH. The early stage of teacher socialisation, their acculturation phase, was examined and analysed by using a questionnaire gathering information about their background and previous experiences. Results showed that the content of these preservice PEH teachers' practical knowledge was mainly pedagogical and focused most often on instructional strategies. The preservice teachers showed a relative lack of focus on knowledge concerning curriculum aims and contextual issues related to school and society. Furthermore, the results showed significant individual differences in the content of their practical knowledge. Consequently, we must acknowledge that acculturation and professional socialisation of individual preservice teachers will not be similar and that there is fundamentally multifaceted interaction between the structure of teacher education, different stages, and content. Teacher educators need to consider the complexity between individual learning experiences and the importance of how the content is organised in a differentiated approach.

Norwegian Physical Education Teacher Education Students’ Perceptions of the Subject Physical Education: A Qualitative Study of Students’ Reflections before Starting Their Studies

“…If we compare the findings on activity habits with national surveys on the content of physical education in Norway, we see a correlation where the content of physical education is largely ball games and basic training [58]. Furthermore, this picture may coincide with the findings of Curtner-Smith [5], González-Calvo and Gerdin [9] and Romar and Åström [7], which showed that interest in sport and physical activity was the main motivator for many in the choice to start studies to become PE teachers. The question is whether these interests that the students have will also make them prioritise this type of activity in their future teaching, as suggested in the study by González-Calvo and Gerdin [9].…”

“…Interest in sport and physical activity turns out to be the main motive for many who want to start studies to become PE teachers [5,6]. In Sweden, Romar and Åström [7] found that students starting PETE had largely positive experiences as students in the subject and that they had a great interest in sports and physical activity. These findings reflect results from studies in England [8].…”