Research on Preservice Physical Education Teachers’ and Preservice Elementary Teachers’ Physical Education Identities: A Systematic Review

in Journal of Teaching in Physical Education
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The purposes of this project were to conduct an overall review of research on preservice physical education (PE) teacher (referred to preservice PE teachers as preservice specialist) and/or preservice elementary teacher (referred to preservice elementary teachers as preservice generalist) PE identities and to identify any new trends in research on the topic. Studies were selected for analysis through searches of databases in English without time limits. In total, 27 articles were identified including 14 data-based studies. The majority of the selected studies (85.7%) employed qualitative methods. Research on the topic was not dominated by any single country. The focus of previous research was centered on determinants of preservice specialists’ PE identity construction such as PE coursework and student teaching. Information about the development and measurement of PE identity among preservice specialists and generalists is still sparse. More research on examining the complexity, nurturing, and reshaping of PE identities is needed.

Keating, Liu, Shangguan, and Harrison are with the Department of Curriculum and Instruction, University of Texas at Austin, Austin, TX. Zhou is with the Department of Physical Education, Henan University, Kaifeng, Henan, China. Fan is with the School of Education, Northwest Normal University, Changchun, Jilin, China.

Address author correspondence to Ke Zhou at Zhouke221@126.com.