Tracking Preservice Teacher Professional Beliefs, Identities, and Motivations for Teaching Across One Year of a Teacher Education Program

• In Event: Research on Physical Education and Physical Education Teacher Education

Abstract

Teacher’s beliefs, identities, motivations have been identified as key factors for teaching effectiveness and professional well-being. There has been less consideration, however, for how these beliefs form in teacher training. This study explored relationships between Physical Education (PE) preservice teachers (PST’s) professional teaching beliefs, identities, and motivations during initial Physical Education Teacher Education (PETE) training. PSTs (N= 114) completed surveys in the first two of their final four semesters in a PETE program. Multivariate and individual analysis of covariance were used to analyze survey data. PSTs reported relatively positive beliefs about the profession, their perceived teaching identity, and their motivations for offering quality PE. Developing strong values for PE and its utility for students underline critical belief development in PETE.

Authors

• Kelly L. Simonton, University of Wyoming

• Kevin Mercier, Adelphi University

• Matthew D. Madden, SUNY - College at Cortland