So much to learn, so little time…: pre-service physical education teachers' interpretations and development of subject knowledge as they learn to teach

Abstract

This paper explores the development of pre-service teachers during a one-year programme of initial teacher training and education (ITTE) of secondary physical education (PE) in England. It concentrates in particular on the interpretation and development of different dimensions of subject knowledge during different phases of their ITTE programme. Interviews conducted at the beginning, middle and end of their ITTE programme with a total of 18 pre-service teachers over the period of three academic years were analysed using a grounded theory methodology. The analysis revealed that a combination of contextual and personal factors influenced the pre-service teachers' approach and strategies towards the development of their subject knowledge. Notably, many pre-service teachers demonstrated a shift in the perception of their own roles, marking a transition from a more content-focused predisposition at the beginning of their course towards a more learner-centred one at the end. Pre-service teachers' learning experience was enriched through the accumulation of subject knowledge in a variety of settings and communities of practice. Recommendations for those involved in designing and delivering ITTE experiences are offered.

Keywords:

• initial teacher training and education
• physical education
• subject matter knowledge
• pedagogical content knowledge
• communities of practice
• pre-service teachers