Elementary classroom teachers' beliefs across time: Learning to teach physical education

Déirdre Ní Chróinín, Mary O'Sullivan

Research output: Contribution to journalArticlepeer-review

Abstract

This longitudinal research explored beginning elementary classroom teachers' beliefs about learning to teach physical education (PE) across time. Understanding how beliefs shape the process of learning to teach PE can inform the design of more impactful physical education teacher education (PETE). We mapped beliefs over six years including the three years of an undergraduate elementary teacher education program and the first three years teaching in schools through reflective writing tasks and semistructured interviews. Across time these beginning teachers believed that learning to teach PE required active participation in PE content, building of a resource bank of content ideas, and practice of teaching the content. Building competence in PE content through active participation combined with development of more complex understandings of PE content through PETE pedagogies can better support elementary teachers learning to teach PE.

Original languageEnglish
Pages (from-to)97-106
Number of pages10
JournalJournal of Teaching in Physical Education
Volume35
Issue number2
DOIs
Publication statusPublished - 1 Apr 2016

Keywords

  • Beliefs
  • Pedagogies
  • Physical education teacher education
  • School-based learning
  • Teacher education
  • Teacher learning

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