“Like, We Don’t Want to Be PE Teachers:” Preservice Classroom Teachers’ Beliefs About Physical Education and Willingness to Incorporate Physical Activity

Authors

  • Jenny Mae Linker North Dakota State University
  • Amelia Mays Woods University of Illinois at Urbana-Champaign

DOI:

https://doi.org/10.18666/TPE-2018-V75-I1-7640

Keywords:

pre-service classroom teachers, physical education, classroom physical activity

Abstract

The purpose of this study was to examine preservice elementary classroom teachers’ (PCTs) beliefs about physical education and their willingness to incorporate physical activity as they progressed through an undergraduate physical education methods course. This course focused on quality physical education as well as the classroom teacher’s role in school-wide physical activity and required participation in one of three laboratory experiences. Participants (33) completed either focus-group or individual interviews at the beginning and end of the course. Results indicated that PCTs’ beliefs about physical education positively evolved through the course and PCTs gained an appreciation for the subject. Despite this, PCTs strongly indicated that they are not willing to teach physical education lessons as future teachers. They are very willing, however, to incorporate physical activity into their classrooms.Subscribe to TPE

Author Biographies

Jenny Mae Linker, North Dakota State University

Department of Health, Nutrition, and Exercise Sciences Assistant Professor

Amelia Mays Woods, University of Illinois at Urbana-Champaign

Department of Kinesiology and Community HealthProfessor

Published

2018-02-01

Issue

Section

Articles