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ERIC Number: EJ1180896
Record Type: Journal
Publication Date: 2016-Aug
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0119-5646
EISSN: N/A
Preservice Classroom Teachers' Identity Development in Learning to Teach Physical Education
Lee, Okseon; Jo, Kihee
Asia-Pacific Education Researcher, v25 n4 p627-635 Aug 2016
The purpose of this study was to examine preservice classroom teachers' (PCTs) identity development as teachers of physical education (PE) in a methods course designed based on the thematic framework of learning to teach (Feiman-Nemser 2008). Ten PCTs (four male, six female) were selected, and data were collected from PCTs' reflective journal entries, as well as individual interviews with participants. Inductive analysis of data revealed that PCTs' identity as elementary PE teachers has been changed: (a) from a sport coach to a movement educator, (b) from a recess organizer to a curriculum implementer, and (c) from a classroom teacher to school-wide physical activity teacher. These changes have been facilitated by the teacher educator's modeling behaviors, micro-teaching practice, and reflection combined with metaphor development in regard to the teaching and the teacher. This study highlights the important role of a methods course to help PCTs transform diverse learning experiences into legitimate sources of knowledge for their own identity development.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A