This phenomenological qualitative study explored the meaning of practicum experiences for physical education teacher education (PETE) students. Participants were 10 PETE students majoring in teaching and enrolled in an introductory adapted physical education course with an inclusion-based practicum requirement. Data were collected from participants’ self-reflective journals and analyzed using thematic analysis procedures (Giorgi, 1985). Eleven themes emerged that reflected the meaning of practicum experiences for these students. Our findings suggest that journaling provides a medium for PETE students to identify issues, address problems, and think critically about best practices.
Samuel R. Hodge is an associate professor at The Ohio State University School of Physical Activity and Educational Services, Columbus, OH 43210-1297. E-mail: email@example.com. Deborah Tannehill is with the School of Physical Education at Pacific Lutheran University, Tacoma, WA. Mary Ann Kluge is with the Department of Health Sciences at the University of Colorado at Colorado Springs.