Perceptions and Experiences of Pre-service Teachers with Physical Education (PE) and Daily Physical Activity (DPA)
Keywords:
Preparation, Teacher Education, ImplementationAbstract
Abstract
To improve practice, we need to understand how pre-service teachers are prepared to implement school-based physical activity policies such as Ontario’s Daily Physical Activity Policy (DPA). This study explored the perspectives and experiences of Ontario pre-service teachers with DPA and physical education (PE). Data are presented for five participants who completed a semi-structured interview. Three super-ordinate themes were found for pre-service teachers: theory of DPA and PE, practical development of DPA and PE, individual factors. Varied experiences with DPA and PE were identified by pre-service teachers. Our findings raise questions about the consistency of early career preparation and how best to support pre-service teachers’ experiences not only with PE, but also DPA.
Résumé
Il est important de comprendre comment les étudiants en formation à l’enseignement sont préparés pour implanter en milieu scolaire les politiques comme celle portant sur l’activité physique quotidienne, pour pouvoir améliorer cette implantation. Cette étude explore les perspectives et les experiences d’étudiants en formation à l’enseignement en Ontario en lien avec l’éducation physique et l’activité physique quotidienne. Des données provenant d’entrevues semi-structurées avec cinq participants sont présentées. Ces données ont fait apparaitre trois thèmes: la théorie sur l’activité physique quotidienne et l’éducation physique, le développement de l’activité physique quotidienne et de l’éducation physique et des facteurs individuels. Les experiences de ces étudiants en formation à l’enseignement sont variées. Nos résultats font émerger des questions sur la cohérence de la formation en début de carrière, et sur l’appui à offrir à ces étudiants en formation dans le domaine de l’éducation physique et aussi de l’activité physique quotidienne
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-Share Alike 2.5 Canada License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) after publication, while providing bibliographic details that credit PHENex (See The Effect of Open Access).