Professionally Developing (or Not): “Learning to Do” Physical Education Teacher Education

Purpose: This study’s purpose was to explore professional career paths into Physical Education Teacher Education (PETE). More specifically, this study explored critical and/or impactful experiences in learning to do the work of PETE. Method: Participants were 27 professionally active PETE faculty members. Data sources included semistructured interviews, living graphs, and curriculum vitae. Results: Findings describe points in time (when) and impactful events/experiences (how) critical in professionally developing as a teacher educator, including intentionally designed learning experiences, building a support network, teaching experience, coursework and other resources, and trial and error. Discussion/Conclusion: Framed in occupational socialization theory, results are discussed in terms of the inconsistencies of doctoral programs and highlight that emerging PETE faculty did not feel well prepared for teaching roles. Those who felt best prepared to deliver teacher education courses experienced scaffolded, often customized, learning experiences in their doctoral program. Implications for the future of physical education are discussed.