First Off the Blocks: Professional Experience and Learning for First-Year Preservice Physical and Health Education Teachers

Source: Asia-Pacific Journal of Teacher Education, Volume 40, Issue 2, 2012, pages 127-141.

The purpose of this study was to gain insight into the learning of preservice Physical and Health Education teachers throughout three progressively designed professional experiences.

Ten volunteering first-year preservice teachers, who were enrolled in a four year degree, were recruited.

A qualitative practitioner inquiry approach was employed.

Key themes emerged around the relationship between the unit content (theory) and professional experience (practice); notions of professionalism; engagement with the syllabus and lesson planning; communication; and understanding of students.

Findings indicate the potential of microteaching placements as stepping-stones to larger, more intense professional experience placements.