Wanting to become PE teachers in Spain: connections between previous experiences and particular beliefs about school physical education and the development of professional teacher identities

Physical Education (PE) teachers have previous experiences that both shape their particular beliefs about the role and purpose of this school subject as well as their pedagogical practice. The present study aims to examine and deepen our knowledge of future Spanish PE teachers' previous experiences of and beliefs about PE that condition their pedagogical practice and intentionality within this school subject. The data reported on in this paper were generated through questionnaires, life-history stories and semi-structured interviews with 24 initial teacher education students in the second year of a degree specialising in PE at a Spanish university. The data was analysed using content and narrative (thematic) analysis. The students, far from beingtabula rasa,in their responses show how their previous socialisation period, their subjectivities and identities constitute particular beliefs about PE teaching. More specifically, the results reveal four key themes in the student teachers' experiences and beliefs that represent four different factors influencing future PE teacher identities: (1) 'Sport'; (2) 'PEforhealth'; (3) 'A focus on pedagogy'; and (4) 'A critical orientation'. In conclusion, the study reaffirms the need for further reflection on how previous experiences and beliefs influence the development of professional teacher identities as part of initial teacher education in PE.

Automated summary

This study examines future Spanish PE teachers' previous experiences and beliefs about PE that influence their pedagogical practice and intentions within the subject. The research reveals four key themes in the student teachers' experiences and beliefs, which represent four different factors influencing future PE teacher identities: 'Sport', 'PE for health', 'A focus on pedagogy', and 'A critical orientation'. The study highlights the importance of reflecting on how previous experiences and beliefs shape the development of professional teacher identities in PE teacher education.