Research on Preservice Physical Education Teachers’ and Preservice Elementary Teachers’ Physical Education Identities: A Systematic Review

Abstract

The purposes of this project were to conduct an overall review of research on preservice physical education (PE) teacher (referred to preservice PE teachers as preservice specialist) and/or preservice elementary teacher (referred to preservice elementary teachers as preservice generalist) PE identities and to identify any new trends in research on the topic. Studies were selected for analysis through searches of databases in English without time limits. In total, 27 articles were identified including 14 data-based studies. The majority of the selected studies (85.7%) employed qualitative methods. Research on the topic was not dominated by any single country. The focus of previous research was centered on determinants of preservice specialists’ PE identity construction such as PE coursework and student teaching. Information about the development and measurement of PE identity among preservice specialists and generalists is still sparse. More research on examining the complexity, nurturing, and reshaping of PE identities is needed.

Reliability and Concurrent Validity of Global Physical Activity Questionnaire (GPAQ): A Systematic Review

“…A literature search using PubMed, Google Scholar, Web of Science, and EBSCOhost databases was conducted to identify pertinent articles using the following keywords: Validity, concurrent validity, reliability, validation, global physical activity questionnaire, and GPAQ. These databases have been deemed to have the widest coverage of research articles in education, psychology, sports, PA, health, and physical education published in English [3,23,24]. Only peer-reviewed journal articles were selected for review if they fulfilled the following criteria: Written in English, analyzed/discussed the reliability and/or validity of the GPAQ.…”

Wanting to become PE teachers in Spain: connections between previous experiences and particular beliefs about school Physical Education and the development of professional teacher identities

“…A case study of an experienced male PE teacher in Scotland (Thorburn, 2014) concurred that professional identity was closely linked to pedagogical practice. Keating et al (2017) conclude that this research demonstrates the importance of professional teacher identities on practices, and more specifically the lack of sustained research, hinders the development of high-quality PE teachers.…”

“…Seminal research on the construction of the professional identities of PE teachers focussed on how they negotiated the public perceptions of their marginal role in the academic hierarchy of a school (Hendry, 1975). A recent systematic analysis on preservice PE teachers' identities (Keating et al, 2017) revealed that although the research is distributed across many countries, only a small number of researchers are involved with most research focussed on the impact of physical education teacher education (see e.g. Devís-Devís & Sparkes, 1999;Dowling, 2011;Wrench & Garrett, 2012).…”

Development of a Scale Measuring Chinese Preservice Physical Education Teachers’ Beliefs About the Physical Education Profession

“…Keywords included ''preservice teacher'' or ''teacher candidate'', ''beliefs'', and ''physical education''. We used major databases for educational research in U.S. and China, including EBSCOhost, China Academy Journals, and CNKI (Keating et al 2017). We also restricted the search to include publications written in English and Chinese between 2000 and 2016 to develop domains based on a variety of studies in relevant contexts.…”