Abstract
In this study, we investigate the role of physicality in the professional identities of physical education (PE) student teachers. Twenty PE student teachers participated in semi-structured interviews during their final teaching practice. Data were analysed using qualitative thematic analysis and typologies. The results showed substantial diversity in the student teachers’ conceptions of physicality and the ways these conceptions were embedded in their developing professional identities. The results also brought to light criticism directed at traditional notions of the body and physicality in PE and PE teacher education (PETE). We suggest that conceptions of the body and physicality represent a central element of PE teachers’ professional identity. The results also indicate a relationship between conceptions of physicality and pedagogies implemented in the future. Time and place for student teachers to discuss body-related matters should be provided in PETE.
| Original language | English |
|---|---|
| Pages (from-to) | 192-210 |
| Number of pages | 19 |
| Journal | EUROPEAN JOURNAL OF TEACHER EDUCATION |
| Volume | 42 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 15 Mar 2019 |
| Externally published | Yes |
| Publication type | A1 Journal article-refereed |
Funding
This study was funded by the Rector of the University of Jyväskylä. The authors would like to thank the PE student teachers for their participation. We would also like to thank Donald Adamson for polishing the language of this manuscript. Anneli Eteläpelto, PhD (psychology) is a full Professor of Adult Education in the Faculty of Education and Psychology, University of Jyväskylä, Finland. She has widely published in academic collected editions and journals, such as Learning and Instruction, Educational Research Review, Scandinavian Journal of Education, Professional Development in Education, Journal of Teacher Education, Teaching and Teacher Education, Teaching and Teachers: Theory and Practice. She has lead several research projects, funded by the Academy of Finland, on professional learning, identities and agency. Currently she is leading Finnish Academy funded project REAL, which explores the role of emotions in agentic learning at work.
Keywords
- physical education
- physicality
- Physicality in professional identity
- professional identity
- student teachers
- teacher education
ASJC Scopus subject areas
- Education