Constructing knowledge in primary physical education: a critical perspective from pre-service teachers. Issue 1 (2nd January 2021)

• Record Type: Journal Article
• Authors: Randall, Vicky; Fleet, Matthew
• Is Part Of: Curriculum studies in health and physical education. Volume 12:Issue 1(2021)
• Page Start: 20
• Page End: 35
• Publication Date: 2021-01-02
• Subjects: pre-service teachers -- primary physical education -- personal construct theory; Health -- Periodicals; Health education -- Periodicals; Physical education and training -- Periodicals; Health; Health education; Physical education and training; Electronic journals; Periodicals; 613.7071
• DOI: 10.1080/25742981.2020.1866439
• Languages: English
• ISSNs: 2574-2981

Abstract

ABSTRACT: Primary physical education is quickly becoming an area of academic interest with a particular focus on new entrants into the profession. This study adopts a Personal Construct methodology to identify how pre-service teachers in England construct their knowledge of primary physical education. Our findings present four themes for knowledge development, taken from four repertory grid interviews: knowledge perspectives, knowledge validation, knowledge context and knowledge application. Participants expressed they had limited provision for physical education when on a school-based placement, which was attributed to subject outsourcing and a lack of teacher and mentor confidence. The study highlights the importance of professional socialisation through initial teacher education programmes, with opportunities for pre-service teachers to engage with 'knowledgeable others'. In the absence of opportunity for primary pre-service teachers to develop knowledge in physical education, we caution it is unlikely the issue of teacher competence will improve.