Physical Education Preservice Teachers’ Experiences of Teaching Through a Health-Related Approach
TL;DR
The need for physical education teacher education programs to design placements as active, supported learning spaces that bridge theory and practice and prepare PSTs to deliver meaningful, health-promoting physical education responsive to diverse school contexts is underscored.
Abstract
Purpose : As physical education teacher education seeks to align with holistic and inclusive educational goals, school placements represent a critical opportunity to develop preservice teachers’ (PSTs) capacity to implement health-oriented approaches. This research explored the realities of school placement as a context to develop teacher education professional knowledge regarding health-related fitness in physical education. Method : Three PSTs implemented a four-step health-related model with 12th-grade students ( n = 61), supported by a cooperating teacher and a university supervisor. Data collection included individual and focus group interviews, participant observation, and PSTs’ diaries. Thematic analysis and triangulation guided data examination. Results : PSTs initially struggled with low confidence, limited experience, and difficulty enacting theory in practice. Reflective practice, structured mentoring, and collaborative dialogue facilitated professional growth. Discussion/Conclusion : The study underscores the need for physical education teacher education programs to design placements as active, supported learning spaces that bridge theory and practice and prepare PSTs to deliver meaningful, health-promoting physical education responsive to diverse school contexts.