Professional identity among student teachers of physical education: the role of physicality

Jukka Virta; Päivi Hökkä; Anneli Eteläpelto; Helena Rasku-Puttonen

doi:10.1080/02619768.2019.1576628

Professional identity among student teachers of physical education: the role of physicality

Jukka Virta, Päivi Hökkä, Anneli Eteläpelto, Helena Rasku-Puttonen

Research output: Contribution to journal › Article › Scientific › peer-review

7 Citations (Scopus)

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	https://doi.org/10.1080/02619768.2019.1576628
Publication status	Published - 15 Mar 2019
Externally published	Yes
Publication type	A1 Journal article-refereed

Keywords

physical education
physicality
Physicality in professional identity
professional identity
student teachers
teacher education

ASJC Scopus subject areas

Education

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10.1080/02619768.2019.1576628

Cite this

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title = "Professional identity among student teachers of physical education: the role of physicality",

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{\textquoteright} 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{\textquoteright} 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.",

keywords = "physical education, physicality, Physicality in professional identity, professional identity, student teachers, teacher education",

author = "Jukka Virta and P{\"a}ivi H{\"o}kk{\"a} and Anneli Etel{\"a}pelto and Helena Rasku-Puttonen",

note = "Funding Information: This study was funded by the Rector of the University of Jyv{\"a}skyl{\"a}. 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. Funding Information: Anneli Etel{\"a}pelto, PhD (psychology) is a full Professor of Adult Education in the Faculty of Education and Psychology, University of Jyv{\"a}skyl{\"a}, 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. Publisher Copyright: {\textcopyright} 2019, {\textcopyright} 2019 Association for Teacher Education in Europe.",

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AU - Virta, Jukka

AU - Hökkä, Päivi

AU - Eteläpelto, Anneli

AU - Rasku-Puttonen, Helena

N1 - Funding Information: 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. Funding Information: 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. Publisher Copyright: © 2019, © 2019 Association for Teacher Education in Europe.

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N2 - 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.

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Professional identity among student teachers of physical education: the role of physicality

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Keywords

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