Preservice Physical Education Teachers' Professional Identity: A Phenomenological Study

• In Event: 34.079 - Roundtable Session 14
  In Roundtable Session: 34.079-4 - Political and Attitudinal Experiences Related to Physical Education

Abstract

This study investigated preservice physical education teachers’ (PPET) professional identity (PPET-PI). Six PPETs participated in semi-structured interviews and wrote reflection papers. Following a descriptive phenomenological analysis procedure, a description entailing the essence of PPET-PI was obtained. PPETs perceived themselves as individuals being trained for a teaching career in order to effectively role model, motivate and teach students ways to adopt a healthy lifestyle. PPETs accepted professional standards and tended to adapt to institutional cultures that were in line with personal goals. They did not identify with negative stereotypes associated with physical education teachers. More studies on PPET-PI construction and development are needed in the future. Collaborations among stakeholders that specifically aim to foster positive PPET-PI is recommended.

Authors

• Jingwen Liu, The University of Texas - Austin

• Xiaofen D. Keating, The University of Texas

• Lori Nolte, The University of Texas - Austin

• MinJae Kim, The University of Texas - Austin

• Jessica Leah Leitner, The University of Texas at Austin