Experiences and Identities: Pre-Service Elementary Classroom Teachers Being and Becoming Teachers of Physical Education

Autor/in	Fletcher, Tim
Titel	Experiences and Identities: Pre-Service Elementary Classroom Teachers Being and Becoming Teachers of Physical Education
Quelle	In: European Physical Education Review, 18 (2012) 3, S.380-395 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X12450798
Schlagwörter	Physical Education; Physical Education Teachers; Preservice Teacher Education; Case Studies; Preservice Teachers; Elementary School Teachers; Teaching Methods; Inclusion; Self Concept; Student Attitudes; Teaching Experience; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehramtsstudiengang; Lehrerausbildung; Case study; Fallstudie; Case Study; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Selbstkonzept; Schülerverhalten; Ausland; Kanada
Abstract	Shaping a professional identity is an important process in learning to teach. Case studies of Natasha and Julia, two pre-service elementary classroom teachers, were analysed to explore how they developed identities for teaching physical education during a pre-service teacher education programme. By critically analysing their physical education experiences and engaging in inclusive pedagogies, both challenged their prior assumptions of what teaching physical education entailed and meant to them. While both cases did not necessarily form identities that they believed were required to successfully teach physical education, they engaged in processes that allowed them to make small but important steps to shaping positive professional identities as teachers of physical education. Implications for preparing elementary classroom teachers to teach physical education are discussed in light of the findings. (Contains 2 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://epe.sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10