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Examining Self-Confidence and Self-Perceived Competence in Canadian Pre-Service Teachers (PSTs): The Role of Biographies in Physical Education Teacher Education (PETE)

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Title: Examining Self-Confidence and Self-Perceived Competence in Canadian Pre-Service Teachers (PSTs): The Role of Biographies in Physical Education Teacher Education (PETE)
Language: English
Authors: Barber, Wendy (ORCID 0000-0002-9265-9982), Walters, W., Chartier, P., Temertzoglou, C.
Source: Sport, Education and Society. 2022 27(3):347-360.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Self Efficacy, Teacher Competencies, Physical Education, Preservice Teachers, Preservice Teacher Education, Elementary School Teachers, Foreign Countries, Biographies, Teaching Experience, Negative Attitudes
Geographic Terms: Canada
DOI: 10.1080/13573322.2020.1844649
ISSN: 1357-3322
Abstract: This research examines the impact of the biographies of generalist elementary school pre-service teachers (PSTs) on their experiences of Canadian physical education teacher education (PETE), and how these biographies shape self-confidence and self-perceived competence as physical educators. The phenomenological case study took place in a Canadian university faculty of education involving 112 PSTs taking a mandatory 36 h methods course in PETE. Research indicates that the majority of elementary school physical education (PE) classes in Canada are taught predominantly by non-specialist classroom teachers (Fletcher & Mandigo, 2013. The primary schoolteacher and physical education: a review of research and implications for Irish physical education. "Irish Educational Studies," 31(3), 363-376. doi:10.1080/03323315.2012.710063; Freak & Miller, 2017. Magnifying pre-service generalist teachers' perceptions of preparedness to teach primary school physical education. "Physical Education and Sport Pedagogy," 22(1), 51-70. doi:10.1080/17408989.2015.1112775; Fletcher, Mandigo & Kosnik, 2013. Elementary classroom teachers and physical education change in teacher-related factors during pre-service teacher education. Physical Education and Sport Pedagogy, 18(2), 169-183. doi:10.1080/17408989.2011.649723). While generalist teachers may be required to teach PE, they often cite negative attitudes towards the subject based on their past personal experiences as students. These biographies can have a significant impact on how beginning PE teachers approach practice (Hyndman, B. P., & Pill, S.; (2016). The Influences on Teaching Perspectives of Australian Physical Education Teacher Education Students: The First-Year Influences on Teaching Perspectives Exploratory (FIT-PE) Study. "Australian Journal of Teacher Education," 41(5), 99-118. doi:10.14221/ajte.2016v41n5.7; Hyndman, B. P. (2017). Perceived social-ecological barriers of generalist pre-service teachers towards teaching physical education: Findings from the GET-PE study. "Australian Journal of Teacher Education," 42(7), 26-46. doi:10.14221/ajte.2017v42n7.3; Wrench, A. (2017). Spaces and physical education pre-service teachers' narrative identities. "Sport, Education and Society," 22(7), 825-838. doi:10.1080/13573322.2015.1094046; Ladwig et al, 2018). Results indicated that PSTs who had negative experiences in PE also stated that they had significant fear in teaching PE, while PSTs who had positive past experiences indicated that they had greater self-confidence and self-perceived competence. Findings indicated that a non-competitive, inclusive pedagogical approach had a positive effect on supporting PSTs to develop greater self-confidence and self-perceived competence.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1325955
Database: ERIC
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  Value: <anid>AN0155257205;0uv01mar.22;2022Feb17.02:39;v2.2.500</anid> <title id="AN0155257205-1">Examining self-Confidence and self-Perceived competence in Canadian pre-service teachers (PSTs): the role of biographies in physical education teacher education (PETE) </title> <p>This research examines the impact of the biographies of generalist elementary school pre-service teachers (PSTs) on their experiences of Canadian physical education teacher education (PETE), and how these biographies shape self-confidence and self-perceived competence as physical educators. The phenomenological case study took place in a Canadian university faculty of education involving 112 PSTs taking a mandatory 36 h methods course in PETE. Research indicates that the majority of elementary school physical education (PE) classes in Canada are taught predominantly by non-specialist classroom teachers (Fletcher & Mandigo, 2013. The primary schoolteacher and physical education: a review of research and implications for Irish physical education. Irish Educational Studies, 31(<reflink idref="bib3" id="ref1">3</reflink>), 363–376. doi:; Freak & Miller, 2017. Magnifying pre-service generalist teachers' perceptions of preparedness to teach primary school physical education. Physical Education and Sport Pedagogy, 22(<reflink idref="bib1" id="ref2">1</reflink>), 51–70. doi:; Fletcher, Mandigo & Kosnik, 2013. Elementary classroom teachers and physical education change in teacher-related factors during pre-service teacher education. Physical Education and Sport Pedagogy, 18(<reflink idref="bib2" id="ref3">2</reflink>), 169–183. doi:). While generalist teachers may be required to teach PE, they often cite negative attitudes towards the subject based on their past personal experiences as students. These biographies can have a significant impact on how beginning PE teachers approach practice (Hyndman, B. P., & Pill, S.; (2016). The Influences on Teaching Perspectives of Australian Physical Education Teacher Education Students: The First-Year Influences on Teaching Perspectives Exploratory (FIT-PE) Study. Australian Journal of Teacher Education, 41(<reflink idref="bib5" id="ref4">5</reflink>), 99–118. doi:; Hyndman, B. P. (2017). Perceived social-ecological barriers of generalist pre-service teachers towards teaching physical education: Findings from the GET-PE study. Australian Journal of Teacher Education, 42(<reflink idref="bib7" id="ref5">7</reflink>), 26–46. doi:; Wrench, A. (2017). Spaces and physical education pre-service teachers' narrative identities. Sport, Education and Society, 22(<reflink idref="bib7" id="ref6">7</reflink>), 825–838. doi:; Ladwig et al, 2018). Results indicated that PSTs who had negative experiences in PE also stated that they had significant fear in teaching PE, while PSTs who had positive past experiences indicated that they had greater self-confidence and self-perceived competence. Findings indicated that a non-competitive, inclusive pedagogical approach had a positive effect on supporting PSTs to develop greater self-confidence and self-perceived competence.</p> <p>Keywords: Pre-service teachers (PSTs),physical education (PE); physical education teacher education (PETE); self-confidence; self-perceived competence</p> <hd id="AN0155257205-2">Introduction</hd> <p>The pedagogical approach to PETE can have a lasting impact on the resulting self-confidence and self-perceived competence of PSTs and their readiness to teach PE in schools. Hyndman and Pill ([<reflink idref="bib21" id="ref7">21</reflink>], Hyndman [<reflink idref="bib20" id="ref8">20</reflink>]) indicate there is a gap in studying the impact of early school PE experiences for generalist PSTs approaches to PETE. Ladwig et al state that 'although it seems that PE can be a source of intensely pleasant and unpleasant experiences, to our knowledge, little empirical research has investigated the long-term implications of these experiences' ([<reflink idref="bib23" id="ref9">23</reflink>],, p. 119). Wrench ([<reflink idref="bib45" id="ref10">45</reflink>]) provides evidence that these narratives can have a profound effect on PE preparation. In agreement, Davis ([<reflink idref="bib8" id="ref11">8</reflink>]) reveals that PETE students may form understandings of good practice based on their PE experiences. This would include practices viewed as unfavorable, such as 'having students pick teams, playing dodgeball or other human target sports in PE class, and using or withholding physical activity as punishment for misbehavior' (p. 44). In addition, she indicates that there are a significant number of physical educators who still, 'have students playing elimination games and grade students solely for dressing out and participating' ([<reflink idref="bib8" id="ref12">8</reflink>], p. 55). Further, Haynes et al. ([<reflink idref="bib18" id="ref13">18</reflink>]) concur that 'the experience of PE within primary and secondary schools can have a greater impact than teacher education programs on forming the eventual practices of PE teachers' ([<reflink idref="bib18" id="ref14">18</reflink>], p. 21).</p> <p>Elementary generalist teachers often are required to teach PE, and this is a pattern that is evidenced internationally (Fletcher & Mandigo, [<reflink idref="bib12" id="ref15">12</reflink>]; Petrie, [<reflink idref="bib35" id="ref16">35</reflink>]; Xiang et al., [<reflink idref="bib46" id="ref17">46</reflink>]). In fact, in PST education programs, there is very little time dedicated to a course in PE. Randall and Maeda ([<reflink idref="bib36" id="ref18">36</reflink>]) indicate that 'in teacher education programs the requirements range from no requirement to one required three credit hour methods and/or content course, or it is left as an elective' (p. 21). In other studies, 'many teachers (76%) believed that they had experienced inadequate pre-service education and required further professional learning to feel confident about teaching PE' (Morgan & Hansen, [<reflink idref="bib31" id="ref19">31</reflink>], p. 107). This often results in the teaching of PE by the non-specialist focused on providing physical activity rather than physical learning opportunities that will support the lifelong development of physical literacy (Elliot et al., [<reflink idref="bib10" id="ref20">10</reflink>]; Morgan et al., [<reflink idref="bib30" id="ref21">30</reflink>]).</p> <p>Research indicates that PSTs often feel a high level of anxiety in being asked to teach a wide variety of subjects (Haynes et al., [<reflink idref="bib18" id="ref22">18</reflink>]; Humphries & Ashy, [<reflink idref="bib19" id="ref23">19</reflink>]; Pehlevan et al., [<reflink idref="bib34" id="ref24">34</reflink>]). In particular, the idea of teaching health and PE can be overwhelming to those who have had negative experiences with sport, physical activity or PE (Hyndman, [<reflink idref="bib20" id="ref25">20</reflink>]). Several authors indicate that individual biographies and personal backgrounds in PE can have a significant impact on the self-confidence and self-perception of competence that new teachers have when approaching PE classes (Freak & Miller, [<reflink idref="bib14" id="ref26">14</reflink>]; Humphries & Ashy, [<reflink idref="bib19" id="ref27">19</reflink>]; Morgan & Bourke, [<reflink idref="bib29" id="ref28">29</reflink>]).</p> <p>It is clear that PSTs are socialized into the profession in a variety of ways, and practicing PE teachers often model the pedagogical models that they experienced in their days as students (Davis, [<reflink idref="bib8" id="ref29">8</reflink>]; Morgan & Hansen, [<reflink idref="bib32" id="ref30">32</reflink>]; Ní Chróinín & Coulter, [<reflink idref="bib33" id="ref31">33</reflink>]). This can be problematic, particularly because most elementary teachers in Canada are generalists and 'non-specialists may hold very different memories of success and enjoyment in PE as school students when compared to specialists' and that 'PSTs were reluctant to teach PE as they associated PE with negative memories or embarrassing situations' (Morgan & Hansen, [<reflink idref="bib32" id="ref32">32</reflink>], p. 374). In addition, 'most PSTs enter teacher training with a conservative or custodial orientation to PE, as a result of participation in traditional programmes which focus on major team games' (Morgan & Hansen, [<reflink idref="bib32" id="ref33">32</reflink>], p. 373).</p> <p>This socialization to teaching involves PSTs making meaning and sense of how their past experience shapes the context, the way they value PE and their own concepts of PE. 'Peoples' actions and decisions are deeply influenced by their sense of self as well as the meanings they afford to particular ideas' and they 'bring these to their initial teacher education courses and make sense of knowledge in relation to their own prior and personal experiences' (Garrett & Wrench, [<reflink idref="bib15" id="ref34">15</reflink>], p. 23). Although PSTs may state that they do see the value in PE, most would prefer not to teach it in comparison with other key learning areas such as literacy, numeracy or science. As a result, 'given that many teachers would prefer not to teach PE, strategies must be devised to improve training and support for teachers' (Morgan, [<reflink idref="bib28" id="ref35">28</reflink>], p. 46). The relative value that PSTs place on PE can be impacted by how they rate PE as a key learning area (Morgan, [<reflink idref="bib28" id="ref36">28</reflink>]).</p> <p>Further to this, when designing PETE university prep courses, teacher educators must consider that 'PE biographies of preservice non-specialist teachers ... were very influential in the formation of perceptions of PE' (Morgan & Hansen, [<reflink idref="bib32" id="ref37">32</reflink>], p. 375). As part of the course in this study, PSTs had several opportunities through reflective individual videos, written assignments and focus group work to unpack and examine their personal PE biographies, in a supportive and positive environment. Teacher educators need to fully understand, and accept that biography can have a greater effect on future professional practice of new PE teachers than their pre-service PETE program, and thus in designing PETE, it is essential to provide opportunities to interrogate, disrupt, and reshape these biographies in order to improve PE practice (Haynes et al., [<reflink idref="bib18" id="ref38">18</reflink>]).</p> <p>This paper seeks to examine how a PETE course in a faculty of education can have a positive impact on preparedness, confidence and competence to teach PE by taking a non-competitive, inclusive approach to fundamental movement education (Beni et al., [<reflink idref="bib5" id="ref39">5</reflink>]). Over the course of 36 h, PSTs explored concepts of physical literacy, health literacy and functional fitness. The teacher education course was shaped on principles of inclusive design, including alternative and non-competitive movement skill, and lifestyle activities such as curling, yoga and hiking. The course outline included broad elements of physical literacy, and over the course of 9 weeks students spent 3 h per week in some form of functional movement skills combined with 1 h per week of exploring literature related to PE pedagogy, curriculum design, assessment and evaluation, and an overview of the theoretical foundations of PE pedagogy. They engaged in a series of open-ended play, teaching games for understanding, interrogation of attitudes to full inclusion, and assessment based on improvement and individualized personalized learning progress.</p> <p>This issue has far reaching implications for the development of quality PE programs in schools. As 'many classroom teachers have negative attitudes toward PE and do not believe PE is an important subject' (Morgan & Hansen, [<reflink idref="bib31" id="ref40">31</reflink>], p. 99), this research examines how the experience in PETE can make an impact on PSTs attitudes towards teaching PE. Even though PSTs in PETE programs acquire the necessary knowledge, Davis contends that we need to further 'examine PETE PSTs' perceptions of appropriate practices and intentions to implement them' ([<reflink idref="bib8" id="ref41">8</reflink>], p. 55). Elliot concurs that.</p> <p>Furthermore, this model of socialisation suggests that teachers' beliefs and ideas about how to teach PE do not simply originate in pre-service education and continue when teachers commence teaching. Instead, it draws attention to 'childhood socialization' and any 'pre-career experiences' as significant factors and influences that have contributed to one's understanding and beliefs about PE. ([<reflink idref="bib10" id="ref42">10</reflink>], p. 752)</p> <p>Our research questions focus on the impact of teacher biography in PETE, in Canadian university faculties of education, in particular how PSTs' perceptions of self-confidence and self-competence shape their views and approaches to pedagogy in physical education. Other than Randall and Maeda ([<reflink idref="bib36" id="ref43">36</reflink>]), research in this area has not been focused in the Canadian context, as such we see that our perspective is unique in the research landscape. Although Canadian education systems are under provincial jurisdiction, and thus mandated through varying curriculum documents, the researchers used a common lens through which to examine these different programs as they all spent years as physical educators in the same province, following the same curriculum documents. An outcome of this work informs teacher educators how we can support these PSTs to design and implement quality PE in schools, and how we might model better, quality, fully inclusive, non-competitive PETE in faculties of education.</p> <hd id="AN0155257205-3">Background and identification of problem</hd> <p>Attitudes to PE are often shaped by PSTs' own biographies and past experiences in sport, physical activity and physical education (Davis, [<reflink idref="bib8" id="ref44">8</reflink>]; Ladwig et al., [<reflink idref="bib23" id="ref45">23</reflink>]). Despite this evidence and research exploring barriers to participation in PE for Canadian students (Allison et al., [<reflink idref="bib1" id="ref46">1</reflink>]; Dwyer et al., [<reflink idref="bib9" id="ref47">9</reflink>]), there is a scarcity of research exploring the influence of biography on elementary generalists teaching PE in Canada.</p> <p>Of the research done in Canada similar to this work, Randall and Maeda completed the most recent study in 2010. As practitioners of PETE, it is necessary to respond to the current perspectives and experiences of PSTs who will teach PE. Although investigations of PSTs' perspectives occur in the literature over the past two decades, much of this research was prior to 2012, or did not focus on the experiences and attitudes that may shape PSTs' approaches to teaching PE. Recent Australian studies (Freak & Miller, [<reflink idref="bib14" id="ref48">14</reflink>]; see also Hyndman, [<reflink idref="bib20" id="ref49">20</reflink>]; Hyndman & Pill, [<reflink idref="bib21" id="ref50">21</reflink>]; Wrench, [<reflink idref="bib45" id="ref51">45</reflink>]) have investigated PSTs narratives, as has the work of Haynes et al. ([<reflink idref="bib18" id="ref52">18</reflink>]) in the United States and that of Valtonen et al. ([<reflink idref="bib43" id="ref53">43</reflink>]) in Finland. However, the majority of the current research focused on PSTs teaching PE lacks a direct investigation of how PST's perceptions and experiences in PE will influence their confidence and competence in teaching PE, as this research does.</p> <p>While the recent work of Cruickshanks et al. ([<reflink idref="bib6" id="ref54">6</reflink>]), an investigation of the marginalization and isolation of physical educators, or that of Davis ([<reflink idref="bib8" id="ref55">8</reflink>]), which focused on PETE faculty and the preparation of PSTs, or the work of Beni et al. ([<reflink idref="bib5" id="ref56">5</reflink>]) and that of Morgan et al. ([<reflink idref="bib30" id="ref57">30</reflink>]) that examined ongoing PD for in-service teachers of PE, can inform this work, it is representative of the state of research. There is an evident paucity of recent work investigating how the apprenticeship of observation (Lortie, [<reflink idref="bib25" id="ref58">25</reflink>]) and the professional socialization (Lawson, [<reflink idref="bib24" id="ref59">24</reflink>]; Richards & Gaudreault, [<reflink idref="bib38" id="ref60">38</reflink>]) of PSTs may influence the self-confidence and self-perceived competence of teaching PE. While the context of teaching PE may be similar across the globe, the lack of research focused on North American, and more specifically, the Canadian experience of PSTs entering PETE preparation is significant. In addition, few studies investigate how specific PETE pedagogies (non-competitive and inclusive) can support PSTs in developing their self-confidence and self-perceived competence in preparation to teach PE.</p> <p>This current research focuses on four key areas that have an impact on PSTs' approaches to teaching physical education. First, we examine the biographies and personal experiences of PSTs and how these shape their approaches to physical education. Second, we discuss the socialization process of new teachers, and how that biography can be complex and nuanced, and although it may be generally positive or negative, provides a bridge to how they will teach in their classes. Third, we match how the role and influence of these beliefs about self, body and PE shape an individual's belief in their self-confidence and self-perceived competence to be a PE teacher. Finally, we discuss how a non-competitive, inclusive PST course in PE can shift perceived past negative experiences and begin to support new teachers as they build self-confidence and self-perceived competence in teaching PE.</p> <p>First, our biographies as students, how we experienced PE, are critical forces in shaping our perceptions and attitudes towards PE (Humphries & Ashy, [<reflink idref="bib19" id="ref61">19</reflink>]; Morgan & Hansen, [<reflink idref="bib32" id="ref62">32</reflink>]; Randall & Maeda, [<reflink idref="bib36" id="ref63">36</reflink>]; Webster et al., [<reflink idref="bib44" id="ref64">44</reflink>]). Several studies make the connection between an elementary generalist's attitudes and approaches to PE, and there is a significant link 'in terms of physical competence, physical activity and school PE experiences as a pupil, to PSTs attitudes towards teaching PE, intentions and perceived competence to teach PE' (Valtonen et al., [<reflink idref="bib43" id="ref65">43</reflink>], p. 955). It is often our personal histories with PE that strongly influence and shape what we know about a subject, what is important to understand about that subject, what we expect from our own students in that subject, and even how we measure success in that subject (Davis, [<reflink idref="bib8" id="ref66">8</reflink>]). If we have had past experiences that focus on competition, sport-based pedagogy, extreme fitness testing, or other negative experiences, then these form a basis for our ideas of what should, or should not happen in our own classes as PE teachers (Davis, [<reflink idref="bib8" id="ref67">8</reflink>]; Elliot et al., [<reflink idref="bib10" id="ref68">10</reflink>]). In addition, if we have had past experiences where we were accepted, felt successful, demonstrated and were rewarded for our physical competence and skills, then these too can influence what we expect from our students, and how we measure their success (Beni et al., [<reflink idref="bib4" id="ref69">4</reflink>]; Elliot et al., [<reflink idref="bib10" id="ref70">10</reflink>]; Gentry et al., [<reflink idref="bib17" id="ref71">17</reflink>]).</p> <p>Second, we know that the teacher socialization process is complex and multi-faceted, and has been examined by numerous researchers, (see, e.g. Curtner-Smith, [<reflink idref="bib7" id="ref72">7</reflink>]; Gaudreault et al., [<reflink idref="bib16" id="ref73">16</reflink>]; Richards, [<reflink idref="bib37" id="ref74">37</reflink>]; Stroot & Ko, [<reflink idref="bib40" id="ref75">40</reflink>]) who agree that past experiences shape our expectations for what it means to be a physical educator, and how our identity as a PE teacher is formed. It is clear that the marginalization of PE as a subject area, and the isolation often experienced by PE teachers creates a context within which new PE teachers may struggle (Gaudreault et al., [<reflink idref="bib16" id="ref76">16</reflink>]). The role of reflection in this process is essential (Tsangaridou, [<reflink idref="bib42" id="ref77">42</reflink>]). It is critical in teacher education programs to provide the opportunity for PSTs to interrogate past biographies, disrupt old attitudes formed by negative experiences, and open minds to the possibility that PE could be something different than what they had experienced in schools. Hyndman concurs that 'teacher education programs can promote a shift in the knowledge and pedagogical boundaries of PETE students by providing opportunities to 'frame, disrupt and reframe' pre-established PE beliefs' ([<reflink idref="bib20" id="ref78">20</reflink>],, p. 100). Each PST enters their teacher preparation program with already developed notions that have been formed by socialization factors such as culture, gender, past experience, and physical competence. 'Pre-service primary teachers enter the formal teacher education with different kinds of orientations formed during their histories in cultural and social contexts' (Valtonen et al., [<reflink idref="bib43" id="ref79">43</reflink>], p. 955). Thus, teacher educators need to provide space and time for PSTs to reflect on the past experiences that have shaped their views about PE, and what it means to be physically educated (Gentry et al., [<reflink idref="bib17" id="ref80">17</reflink>]).</p> <p>Third, teacher beliefs have a strong influence on their instructional styles and pedagogical approaches (Tsangaridou, [<reflink idref="bib42" id="ref81">42</reflink>]; Webster et al., [<reflink idref="bib44" id="ref82">44</reflink>]; Xiang et al., [<reflink idref="bib46" id="ref83">46</reflink>]). While some authors indicate that 'personal values and beliefs in relation to physical activity are resistant to change' (Garrett & Wrench, [<reflink idref="bib15" id="ref84">15</reflink>], p. 24), there is some evidence to argue that there are 'possibilities for change in student teachers as they progress through university courses and develop personal pedagogies' (Garrett & Wrench, [<reflink idref="bib15" id="ref85">15</reflink>], p. 25). Prior conceptions of self and identity are influenced by past experience, wherein students identify as 'sporty or not sporty' early on in life, and these concepts can continue to shape new teachers' beliefs about their capacity to teach PE (Elliot et al., [<reflink idref="bib10" id="ref86">10</reflink>]; Garrett & Wrench, [<reflink idref="bib15" id="ref87">15</reflink>]; Valtonen et al., [<reflink idref="bib43" id="ref88">43</reflink>]). When PSTs feel that they themselves 'lack the personal motor skills and understanding of rules, tactics and techniques to teach the sporting activities covered in the syllabus' (Petrie, [<reflink idref="bib35" id="ref89">35</reflink>], p. 48), they lose self-confidence and self-perceived competence to teach PE. These beliefs evolve through reflection, and opportunities to 'not only articulate but to demonstrate their beliefs and concerns about the status of physical education, pupil learning, teaching methods, inclusive teaching strategies and effective teaching' (Tsangaridou, [<reflink idref="bib42" id="ref90">42</reflink>], p. 148). Belief in self-efficacy is an important concept related to PE generalist PSTs, and this can be influenced by past concepts of physical competence, skills, knowledge level and lack of content expertise (Randall & Maeda, [<reflink idref="bib36" id="ref91">36</reflink>]; Zach et al., [<reflink idref="bib47" id="ref92">47</reflink>]).</p> <p>To this end, our research focused on the implementation of a PETE approach that emphasized inclusion and participation. A program design focused on providing meaningful experiences in PE, similar to that suggested by Beni et al. ([<reflink idref="bib4" id="ref93">4</reflink>]) (Figure 1):</p> <p>positive social interaction with peers and/or their teacher; learning tasks with a 'just right' level of challenge; opportunities for learning a new motor skill or becoming better at a previously learned skill; experiences that are fun in the moment; and engaging in tasks that are deemed to be personally relevant for their lives inside and outside of school. (p. 291)</p> <p>By creating and implementing a welcoming and inviting atmosphere, we aimed to address past negative biographies, and influence future practice (Beni et al., [<reflink idref="bib5" id="ref94">5</reflink>]). We intentionally included a micro-teaching assignment in the gymnasium, to allow the process of teacher identity and socialization to occur in a non-graded setting. This was an effective pedagogical experience as PSTs stated they gained self-confidence and self-perceived competence dealing with real world gymnasium situations, without the pressure of performing for a grade (Gentry et al., [<reflink idref="bib17" id="ref95">17</reflink>]). In connection to the work of Morgan et al. ([<reflink idref="bib30" id="ref96">30</reflink>]), who found that in developing professional support for primary generalists teaching PE, 'that there should be a strong focus on the 'how' (PE pedagogy) rather than just the "what" (PE content)' (p. 55), this PETE program worked to embed in the PSTs the knowledge, values, and attitudes necessary to provide meaningful PE in their classrooms. In sum, the course allowed for sharing biographies, challenging and interrogating these narratives, disrupting past beliefs about competence, and developing new attitudes, self-confidence and self-perceived competence.</p> <p>PHOTO (COLOR): Figure 1. Inclusive Program Elements in PETE (Walters & Whent, 2015).</p> <hd id="AN0155257205-4">Methodology and research design</hd> <p>This paper reports findings from a phenomenological mixed methods case study, using both qualitative and quantitative data gathering tools. The following operational definition from Merriam ([<reflink idref="bib27" id="ref97">27</reflink>]) states that 'a qualitative case study is an intensive, holistic description and analysis of a phenomenon or social unit' (p. 8). We selected this analytical framework because we wanted to study the phenomenon of PST biographies and the impact on PST self-confidence and self-perceived competence. As such, we wanted to 'understand the meaning people have constructed about their experience; that is, how do people make sense of their experiences?' (Merriam, [<reflink idref="bib27" id="ref98">27</reflink>], p. 5). In addition, Merriam ([<reflink idref="bib27" id="ref99">27</reflink>]) reiterates that a case study is particular (in this research the focus was on particular PSTs in faculties of education), descriptive (this research focused on PST biographies, attitudes and beliefs about PE) and heuristic (this research broadened the researchers' understanding of the impact of PST biographies on self-confidence and self-perceived competence). Our study design allowed for data collection and analysis to follow a fluid process. 'In qualitative research, data analysis is simultaneous with data collection. Simultaneous data collection and analysis allows the researcher to make adjustments along the way' and 'all the while looking for common patterns across the data. These patterns are given names (codes) and are refined and adjusted as the analysis proceeds' (Merriam, [<reflink idref="bib27" id="ref100">27</reflink>], p. 14). Further to this, the data analysis used inductive reasoning, following a well-documented process of qualitative research analysis. 'Typically, findings inductively derived from the data in a qualitative study are in the form of themes, categories, typologies, concepts, tentative hypotheses and even substantive theory' (Merriam, [<reflink idref="bib27" id="ref101">27</reflink>], p. 5). Data collected was both quantitative and qualitative, thus a mixed methods approach, and both elements contributed to the research team's overall discussions, analysis and findings.</p> <p>Researchers used an online survey, followed by individual interviews and two focus groups. First, we reviewed the literature across (n = 35) articles to situate our work on PSTs, PETE and the anxiety, fear, self-confidence and self-perceived competence related to teaching PE. Next, we examined teacher candidate biographies, to ascertain how past positive or negative experiences had shaped their attitudes towards teaching physical education. We then examined how these biographies help to socialize teachers as they enter the profession, and their perceptions of self, either positive or negative, as physically literate movers capable of teaching physical education. The values and beliefs of PSTs were interrogated, by allowing time in class to articulate, disrupt and interrogate past conceptions of physical education. Finally, by designing and implementing a fully inclusive, non-competitive PETE course, we looked at the impact on how this might change new teachers' perceptions of themselves, and of PE as they begin to develop personal pedagogies.</p> <p>The online survey questionnaire focused on issues related to the quality of PSTs personal biographies, using 40 questions related to past experiences in sport and physical education, both within school settings and beyond. Survey data were quantitatively analyzed and also searched using keywords such as positive, inclusive, negative, competitive, participatory. Interview questions centerd on the affective responses experienced by individuals, and explored how these past experiences shaped and impacted the PSTs current views of PE. Further, during the focus groups, PSTs in groups of 8 individuals were guided with semi-structured prompting questions and these focus groups were recorded and transcribed by a research assistant.</p> <p>Our theoretical framework for this examination was based on the role of biography in shaping teacher socialization, in particular the socialization of PE teachers (Elliot et al., [<reflink idref="bib10" id="ref102">10</reflink>]; Ladwig et al., [<reflink idref="bib23" id="ref103">23</reflink>]; Morgan & Hansen, [<reflink idref="bib32" id="ref104">32</reflink>]).</p> <p>Teachers' various involvements with socialisation processes and the inherently complex interaction between these different stages contributes to the debate on how different experiences and contexts all work together in 'constructing' or 'socialising' PE teachers in diverse, remarkable and often complex ways. (Elliot et al., [<reflink idref="bib10" id="ref105">10</reflink>], p. 763)</p> <p>Further to this, we focused on the process of professional socialization, referred to by Elliot as 'the acquisition of "values, sensitivities, skills, and knowledge that are deemed ideal for teaching physical education" better known as "humanistic ideology"' ([<reflink idref="bib10" id="ref106">10</reflink>],, p. 752).</p> <hd id="AN0155257205-5">Participant recruitment</hd> <p>Participants were pre-service PSTs at a Canadian university Faculty of Education taking part in a 36 h face to face required PETE methods course focused on elementary generalists. Participant demographics were as follows (Table 1):</p> <p>Table 1. Demographics.</p> <p> <ephtml> <table><tbody><tr><td>Primary PE: Primary PE in Canada: 83.93% (94) Primary PE in the UK: 9.82% (11) Other: 8.93% (10) Total Answers: 115 Total Respondents: 112</td><td>Secondary PE: Secondary PE Canada: 83.93% (94) Secondary PE in UK: 9.82% (11) Other: 7.14% (8) Total Answers: 113 Total Respondents: 112</td></tr><tr><td>Gender: Female: 74.11% (83) Male: 25.89% (29) Trans/Other: 0.0% (0) Total Answers: 112 Total Respondents: 112</td><td>Age: 18–24: 56.25% (63) 25–34: 33.04% (37) 35–44: 8.93% (10) 1.79% (2) 45 – 54 No Responses: 55+ Total Answers: 112 Total Respondents: 112</td></tr></tbody></table> </ephtml> </p> <p>This research used a mixed methods approach to assess PSTs attitudes towards teaching physical education. Permission to carry out the data collection was granted by the Faculties of Education's ethics committee at 3 Canadian universities, following rigorous review procedures.</p> <p>Participation was voluntary and students had the right to withdraw at any time. All participants completed an online survey at the start of the course, to capture past experiences and biographies of individuals in physical education. In addition, 3 small focus group discussions were held with groups of 6–10 individuals, followed by some individual interviews. These conversations were recorded, and themes evolved from both the survey data and the focus groups. Video data was recorded to analyse reflections of PSTs about how the concept of participation and full inclusion impacted their approach to PE pedagogy.</p> <p> <bold> <emph>Phase 1:</emph> </bold> A review of literature was undertaken using ERIC, Proquest and EBsco using search terms Physical Education Teacher Education (PETE), Anxiety, Pre service teachers (PSTs), Primary Junior Elementary Physical Education, PSTs and Anxiety, Health Education and PSTs. This search was narrowed through discussion with the research assistant and the PI to focus on PETE PSTs, articles involving inservice teachers and experienced program administrators were excluded, and resulted in a final collection of n = 24 articles.</p> <p> <bold> <emph>Phase 2:</emph> </bold> An online survey was administered outside of class time to a participant pool of n = 112 full time PSTs taking a pre-service course. The survey was designed collaboratively between the Principal Investigator, a team of practicing PE teachers, and a group of 6 graduate student researchers.</p> <p> <bold> <emph>Phase 3:</emph> </bold> Focus Groups (n = 3) Three one hour discussion groups were held using a series of open-ended questions to invite student teachers to discuss past biographies in physical education, beliefs, anxieties, self-confidence and self-perceived competence. The open-ended discussions were recorded in Adobe connect and then transcribed. Data were analyzed to identify themes under two categories, pre-service teachers past negative experiences and future fears for teaching physical education.</p> <p> <bold> <emph>Phase 4:</emph> </bold> PSTs were asked to rate their self-confidence and fear levels on a scale of 1–4, with 1 being low self-confidence and 4 being high self-confidence, and 1 being very negative past experience to 4 very positive past experience. These were not statistically analyzed but were used as indicators of themes and discussion starters in the focus groups.</p> <hd id="AN0155257205-6">Data analysis</hd> <p>Data were collected over the period of one academic year in 2019. Researchers used field notes, and met to discuss the project and data bi-monthly. Generalizability of the data was supported based on triangulation of perspectives and multiplicative corroboration (Merriam, [<reflink idref="bib27" id="ref107">27</reflink>]) derived from the research team members' varying pedagogical perspectives and their numerous years of PE teaching experience across a variety of school settings. Within the context of this rich narrative (over 100 years of combined elementary and secondary school PE teaching), discussions ensued that allowed the researchers to elicit major themes. As Merriam states, 'in attempting to understand the meaning a phenomenon has for those involved, qualitative researchers build toward theory from observations and intuitive understandings gleaned from being in the field' ([<reflink idref="bib27" id="ref108">27</reflink>],, p. 5). While this professional familiarity in PE pedagogy may have introduced potential bias, the research team was composed of broad and varied perspectives and backgrounds. Merriam reiterates that</p> <p>the human instrument has shortcomings and biases that might have an impact on the study. Rather than trying to eliminate this biases of 'subjectivities', it is important to identify them and monitor them as to how they may be shaping the collection and interpretation of data. ([<reflink idref="bib27" id="ref109">27</reflink>],, p. 5)</p> <p>As such, we met the criteria for transparency of research findings, while acknowledging that our professional backgrounds and pedagogical perspectives may have influenced how data were interpreted and analyzed.</p> <p>Databases were analyzed by a research assistant who used SPSS to code and determine quantitative responses to survey. First, PST's comments were categorized by assigning shorthand designations to comments that involved negative attributes (e.g. I hated PE, I was bullied in PE, I never got picked for teams) versus positive attributes (e.g. I was good at athletics, I was sporty, I loved my PE teacher). Second, PST's comments were categorized based on future fears of teaching PE due to perceived self-competence (e.g. I don't have the skills for teaching PE, I would be afraid to teach PE, I can't do the skills myself, I am nervous about being in the gym with students), versus perceived confidence in teaching PE (I can't wait to teach PE, I want to be a coach, I love being active and want my students to be healthy). Following this, the interview and focus group recordings were analyzed to determine codification and themes. The combination of researchers analyzing the data from three university faculties of education provided triangulation of data and multiple sources of corroboration. Video data (Barber, [<reflink idref="bib3" id="ref110">3</reflink>]) was included as PSTs provided reflections on their key learnings during the PETE course. Data ratings of fears as related to competence indicated that for this cohort of 112 students, the average level of fear was 2 and the average level of self-confidence was 2. It is interesting to note that most individuals who indicated a past positive PE experience (level 4) also indicated greater predicted self-confidence (level 4), whereas, those who had negative past experiences (level 1) also had much lower predicted self-confidence to teach PE (level 1). This process was used as part of the focus group discussion, and was not statistically analyzed, but it was found to be a useful discussion starter for participants from which they were able to articulate in greater detail why their past biographies were positive or negative. During the interviews, 26 of 112 students responded with negative experiences in PE and 37 of 112 reported future fears of teaching PE. Overall, we examined the data and analyzed 4 themes related to PSTs negative experiences in PE, and 3 themes related to their future fears to teach PE.</p> <hd id="AN0155257205-7">Results</hd> <p>In analysing the data, four general themes were constructed through coding words in the PST responses, using instructor field notes and dialogue between researchers having done a blind review of the data. These themes include, Lack of Inclusivity, Emphasis on Competition, Negative Experiences with Assessment and Sport Based Content. Clearly, two major directions evolved, first, Negative PE Experiences and second, Future Fears for Teaching PE.</p> <hd id="AN0155257205-8">Negative PE experiences major themes</hd> <p>PSTs' survey responses indicated that those who had negative experiences felt marginalized and excluded if they did not have the skills or competence to participate fully (Allison et al., [<reflink idref="bib1" id="ref111">1</reflink>]; Davis, [<reflink idref="bib8" id="ref112">8</reflink>]; Dwyer et al., 006). There were numerous comments that their teachers had used PE classes as a 'breeding ground for team players' and that few or no options were offered in terms of what the content was. Exclusion was also mentioned due to embarrassment for poor performance on skills, lack of personal fitness or obesity. Some PSTs recalled 'dreading PE and pretending to be sick that day' in order to 'escape dodgeball'.</p> <p>During the focus groups, it was clear that students often experienced PE classes that had an emphasis on competition, fitness, races, and comparisons between students. This is concurrent with a survey of physical educators' experiences in primary physical education, who remembered a lack of teaching or purpose for PE class other than keeping students busy and active (Elliot et al., [<reflink idref="bib10" id="ref113">10</reflink>]). It is, however, important to acknowledge that some students had very positive experiences, citing PE teachers who inspired them in class and ended up coaching them outside of school. These 'great' PE teachers were, in each case, PE specialists. This also points to the significant gap between specialists and generalists, and the concomitant impact on the quality of PE offered in school settings (Faulkner et al., [<reflink idref="bib11" id="ref114">11</reflink>]). Mandigo et al. ([<reflink idref="bib26" id="ref115">26</reflink>]) in a descriptive profile of physical educators in Alberta found significant differences, 'between PE specialists and non-PE specialists on a number of items including perceptions of preparedness, teaching enjoyment and competence to teach PE, ... and the percentage of time devoted to PE in the timetable' (p. 87). We see a long term impact here, on the quality of school PE, due to this differential between generalists' and specialists' pedagogical approaches, that is demonstrated directly in terms of numbers of students who drop PE in Canadian schools after grade 9 due to poor experiences in PE.</p> <p>Conversely, one PST, who 'loved PE' had a negative experience when she described herself as 'very tall and athletic, I wanted to do shotput but my teacher was the basketball coach and he made me play basketball instead. I hated basketball and it turned me off sports'. Other PSTs who recounted positive experiences had one of two types of experiences, either they were fun, inclusive and focused on functional fitness, or they were activities that empowered those who were already physically literate or self-described as 'sporty'. 'PE was always my favorite subject, and it was easy for me to get picked for teams', commented one participant. 'I felt sorry for some of my peers as they were always left out because they didn't have the skills to get chosen, but I enjoyed it, PE was my best class all through school'. We wonder, as we see these PSTs entering the profession, whether naturally physical ability is enough to produce great PE teaching; we argue not. While it is essential to have a certain degree of physical competence, the ease with which some natural athletes learn skills may prevent the development of empathy and compassion for their own future PE students who do not easily develop physical competencies. In this way, they may be reproducing the negative and non-inclusive settings experienced by their peers. However, we do believe strongly that a PETE class that emphasizes participation and inclusion, and designs activities where ALL PSTs experience new and varied physical challenges can have an impact on early PE pedagogy (eg wheelchair basketball, seated volleyball, or goal ball with sensory deprivation blindfolds.)</p> <p>One area that was revealed in the survey and focus groups was the impact of unfair assessment practices, or traditional skill-based assessments (Baghurst, [<reflink idref="bib2" id="ref116">2</reflink>]; Sundaresan et al., [<reflink idref="bib41" id="ref117">41</reflink>]). Another PST vividly recalled her anxiety at doing the 'shuttle run' or 'counting successful layups' as the only way she could earn a good grade. While assessment in PE continues to be a source of controversy and ongoing debate, it is clear that using skill-based one shot testing is a strategy that results in disengagement and discouragement in students. A few PSTs did recall a 'great PE teacher who let us set goals, so we weren't measured to a specific standard but we got to work on improvement'. Physical educators continue to debate effective assessment strategies, and it is essential to be able to defend our assessment and evaluation practices to prevent marginalization of the subject area (Kniffin & Baert, [<reflink idref="bib22" id="ref118">22</reflink>]). This conversation needs to be an ongoing part of PETE, especially for generalists who assess students across a variety of subjects.</p> <p>Finally, there were mixed reactions to PE curricula that focused on sport-based content. PSTs who already identified as 'sporty and athletic' appeared to express more enjoyment for traditional sports and competition in PE classes (Allison et al., [<reflink idref="bib1" id="ref119">1</reflink>]; Dwyer et al., [<reflink idref="bib9" id="ref120">9</reflink>]). In contrast, PSTs who did not feel confident in competitive situations often felt left out, played 'exclusionary games where low skilled participants were eliminated, and I always ended up sitting on the bench', thereby never giving them the required practice time needed to actually develop skills and fitness.</p> <hd id="AN0155257205-9">Future fears for teaching PE major themes</hd> <p>Three primary themes were identified when PSTs expressed fears about teaching PE in their future classes. The predominant source of anxiety was a lack of knowledge/skills, and 35.90% of respondents indicated they did not have the requisite knowledge/skills to teach traditional PE content. This can also be tied to their preconceived beliefs about what PE 'should look like' based on past experiences, and what PE 'could look like' based on approaches modeled in the pre-service PE course. Unfortunately, the hours in the teacher education program dedicated to PE are few, and we recommend that to increase knowledge and skill these hours should be increased to align with other elementary subjects that receive daily curriculum time and attention.</p> <p>A second theme related to future fears was that PSTs would not be able to have all pupils participating, and not be able to design fully inclusive classes where students of all abilities could be physically active. Fully 30.77% of respondents did not feel prepared to engage students, and many mentioned that this was even more difficult in the large, open gymnasium environment with 'so many moving parts'. PSTs also felt anxiety about working with children with disabilities or behavioral challenges, as well as making sure students of all genders, including transgender students, were fully included.</p> <p>This brings us to a third major fear that PSTs expressed, as 17.95% of respondents indicated that classroom management/safety was a significant concern (Gentry et al., [<reflink idref="bib17" id="ref121">17</reflink>]). At times, they felt the location of the gym in their elementary placement school was isolated, and that they were basically 'on my own, so I don't know what to do if a kid gets injured or they get out of control. I'm the only one in there when we have gym and it's a long way back to the office to get support' (Gaudreault et al., [<reflink idref="bib16" id="ref122">16</reflink>]; Robinson & Walters, [<reflink idref="bib39" id="ref123">39</reflink>]). We have found that one way to practice this is to do micro-teaching in the PETE program (Gentry et al., [<reflink idref="bib17" id="ref124">17</reflink>]). As part of being socialized to teach PE, PSTs need to develop an identity as a strong individual capable of managing a large open class environment with bodies and objects constantly in motion. By addressing their fears directly, and practicing situations they feared, they were able to articulate what their perceived strengths were (eg teacher presence, loud voice, enthusiasm) to have better class control.</p> <p>Limitations to this study include the self-report survey, and the willingness of PSTs to be frank about their past issues within PE. In addition, it is possible that those students who volunteered for the focus groups/interviews were already keen to promote PE, as they were predominantly those who had had positive experiences in the past and wanted to support the research. And, while it is powerful, it is far more challenging to invite participants to share emotional and damaging biographies that they would prefer to leave in the past. Thus, the inclusive climate of the course was essential to create a safe space for those students. However, the research may still be limited by leaving some of out those individuals whose past PE was extremely negative or caused lasting damage to self-esteem, body image and perceptions of physical competence.</p> <hd id="AN0155257205-10">Discussion</hd> <p>In the context of our theoretical framework, the findings demonstrate that biography has a significant impact on generalist PSTs self-confidence and self-perceived competence to teach PE. Further to this, PSTs professional socialization to becoming a PE teacher is a process that is not only impacted by the pre-service teacher education program, but more broadly by an individual PSTs past experiences in school PE. In comparison to the Haynes et al. ([<reflink idref="bib18" id="ref125">18</reflink>]) examination of PSTs describing a critical incident and reflecting on it, we concur that this reflection on past experience, and the interrogation of it can help PSTs to view the incident in a new lens. In this way, they may be able to prevent repeating these negative experiences in their own PE pedagogy. Further, Haynes et al. ([<reflink idref="bib18" id="ref126">18</reflink>]) examined on and off campus, male and female students who reported both negative and positive events; the role of reflection in interrupting assumptions aligns with our findings that the intentional action of naming and reframing critical incidents can shape PSTs attitudes and professional practice.</p> <p>For the purpose of this study, we did not analyse gender responses to this, however, this may be an area for future research as other authors have demonstrated that gender-based ideals of PE teacher biographies are different (Garrett & Wrench, [<reflink idref="bib15" id="ref127">15</reflink>]; Haynes et al., [<reflink idref="bib18" id="ref128">18</reflink>]). Because traditional approaches to PE have been male-dominated and focused on competitive sports, it will be an interesting future direction to examine how teacher biographies are shaped by the idea that</p> <p>discursive practices and inherent power relations work to marginalize girls and some boys within the PE lesson and on the sporting field. Further to this, where race, sexuality, low socio-economic status and disability are significant factors, students can be multiply marginalized, excluded and even alienated from PE and sport. (Garrett & Wrench, [<reflink idref="bib15" id="ref129">15</reflink>], p. 27)</p> <p>This work demonstrated that PETE programs designed with fully inclusive and non-competitive foci can make a difference, by disrupting old ideas shaped by biography and challenging PSTs to experience inclusive, non-competitive PE. While beliefs are not always translated consistently to pedagogical practice, we are optimistic that new approaches to PETE can help promote self-confidence and self-perceived competence in beginning teachers, so that PE can be fully accessible, inclusive and enjoyable for all. Teacher educators must provide opportunities to reflect, discuss past biographies, challenge, disrupt and re-write historical negative experiences, so that emerging physical educators can develop personal pedagogies for success.</p> <hd id="AN0155257205-11">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <p>Correction Statement</p> <p>This article has been republished with minor changes. These changes do not impact the academic content of the article.</p> <ref id="AN0155257205-12"> <title> References </title> <blist> <bibl id="bib1" idref="ref2" type="bt">1</bibl> <bibtext> Allison, K., Dwyer, J., Goldenberg, E., Fein, A., Yoshida, K., & Boutilier, M. (2005). 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  Label: Title
  Group: Ti
  Data: Examining Self-Confidence and Self-Perceived Competence in Canadian Pre-Service Teachers (PSTs): The Role of Biographies in Physical Education Teacher Education (PETE)
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  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Barber%2C+Wendy%22">Barber, Wendy</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9265-9982">0000-0002-9265-9982</externalLink>)<br /><searchLink fieldCode="AR" term="%22Walters%2C+W%2E%22">Walters, W.</searchLink><br /><searchLink fieldCode="AR" term="%22Chartier%2C+P%2E%22">Chartier, P.</searchLink><br /><searchLink fieldCode="AR" term="%22Temertzoglou%2C+C%2E%22">Temertzoglou, C.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Sport%2C+Education+and+Society%22"><i>Sport, Education and Society</i></searchLink>. 2022 27(3):347-360.
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  Label: Availability
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education%22">Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Biographies%22">Biographies</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Negative+Attitudes%22">Negative Attitudes</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/13573322.2020.1844649
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1357-3322
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This research examines the impact of the biographies of generalist elementary school pre-service teachers (PSTs) on their experiences of Canadian physical education teacher education (PETE), and how these biographies shape self-confidence and self-perceived competence as physical educators. The phenomenological case study took place in a Canadian university faculty of education involving 112 PSTs taking a mandatory 36 h methods course in PETE. Research indicates that the majority of elementary school physical education (PE) classes in Canada are taught predominantly by non-specialist classroom teachers (Fletcher & Mandigo, 2013. The primary schoolteacher and physical education: a review of research and implications for Irish physical education. "Irish Educational Studies," 31(3), 363-376. doi:10.1080/03323315.2012.710063; Freak & Miller, 2017. Magnifying pre-service generalist teachers' perceptions of preparedness to teach primary school physical education. "Physical Education and Sport Pedagogy," 22(1), 51-70. doi:10.1080/17408989.2015.1112775; Fletcher, Mandigo & Kosnik, 2013. Elementary classroom teachers and physical education change in teacher-related factors during pre-service teacher education. Physical Education and Sport Pedagogy, 18(2), 169-183. doi:10.1080/17408989.2011.649723). While generalist teachers may be required to teach PE, they often cite negative attitudes towards the subject based on their past personal experiences as students. These biographies can have a significant impact on how beginning PE teachers approach practice (Hyndman, B. P., & Pill, S.; (2016). The Influences on Teaching Perspectives of Australian Physical Education Teacher Education Students: The First-Year Influences on Teaching Perspectives Exploratory (FIT-PE) Study. "Australian Journal of Teacher Education," 41(5), 99-118. doi:10.14221/ajte.2016v41n5.7; Hyndman, B. P. (2017). Perceived social-ecological barriers of generalist pre-service teachers towards teaching physical education: Findings from the GET-PE study. "Australian Journal of Teacher Education," 42(7), 26-46. doi:10.14221/ajte.2017v42n7.3; Wrench, A. (2017). Spaces and physical education pre-service teachers' narrative identities. "Sport, Education and Society," 22(7), 825-838. doi:10.1080/13573322.2015.1094046; Ladwig et al, 2018). Results indicated that PSTs who had negative experiences in PE also stated that they had significant fear in teaching PE, while PSTs who had positive past experiences indicated that they had greater self-confidence and self-perceived competence. Findings indicated that a non-competitive, inclusive pedagogical approach had a positive effect on supporting PSTs to develop greater self-confidence and self-perceived competence.
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  Data: 2022
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  Data: EJ1325955
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Teacher Competencies
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      – SubjectFull: Physical Education
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      – TitleFull: Examining Self-Confidence and Self-Perceived Competence in Canadian Pre-Service Teachers (PSTs): The Role of Biographies in Physical Education Teacher Education (PETE)
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