Prioritising classroom community and organisation in physical education teacher education

Abstract

This research investigates how teacher candidates in a primary physical education curriculum and methods course learned about and were influenced by efforts to emphasise classroom community and organisation. Qualitative data in the form of interviews, focus groups, and course artefacts were gathered from nine participants throughout one academic term. Analysis of data suggested that most teacher candidates came to recognise pedagogies that fostered a sense of community; however, only a few were able to connect this to their developing visions for teaching. Despite this, all participants came to view the development of a sense of community as one of the most important aspects of their evolving teaching practice.

Keywords:

• sense of community
• physical education
• pre-service teachers
• classroom atmosphere
• classroom management

Acknowledgments

We would like to thank our two anonymous reviewers and Ashley Casey for comments on earlier versions of this manuscript.