Journal of Physical Education and Sports Management

Physical Education Teacher Education Students’ Perceptions of Their Own Teaching
Steven C. Wright, Michelle Grenier, Kathy Channell

Abstract
This study examined an aspect of the professional socialization of physical education teacher education (PETE) students. In particular the focus was on PETE students’ perceptions of their own teaching during early field experiences (EFEs), as well as their capstone experiences of student teaching or graduate-level teaching internships. Data were collected by tape-recording PETE students and university supervisors’ conferences after an observed teaching lesson by the students. The beginning of each conference began with the supervisor asking the student how they felt their lesson went. Transcripts of the conferences were analyzed inductively by determining emerging themes that related to the students’ responses regarding their lessons. Results revealed that PETE students felt much better about their lessons taught as they progressed from EFEs to the beginning and then the end of their capstone experiences. The focus of perceived success was on issues related to pupils (not on PETE students themselves), and changed over time from pupils being active and enjoying the lesson in the first EFE, to pupil learning in the capstone experiences.

Full Text: PDF     DOI: 10.15640/jpesm.v2n1a3