Beginner teachers' perceptions of the effectiveness of pre-service teacher training for real-world Physical Education settings

Abstract

The induction into a real-world Physical Education (PE) setting can be challenging for a beginner PE teacher, and either detrimental or enriching to the teacher's career. Challenges experienced by beginner PE teachers can include the following: the support system from their employees and colleagues, available resources, the poor status of the subject and unmotivated learners. Studies in an international context show that PE preservice teacher training programs often do not prepare teachers adequately to cope with the challenges of their induction as PE teachers. As there is a gap in the literature regarding the experiences of beginner PE teachers in South Africa and the extent to which pre-service PE teacher training prepares these teachers for practice, this study aimed to investigate beginner PE teachers' perceptions of the effectiveness of their preservice PE teacher training with regard to the unique challenges they face in teaching PE. Grounded by the Self-determination Theory (SDT) of a qualitative research design was used in this study, which was conducted from an interpretivist perspective. The data collection process firstly entailed online open-ended questionnaires which were used to investigate the perceptions of purposively selected PE teachers in their first three years of teaching, and secondly an online focus-group interview. Eight beginner teachers that had recently attained their Baccalaures Educationis (B.Ed.) degree or Post-Graduate Certificate in Education (PGCE) with a major in Physical Education at the North-West University in South Africa, completed the online questionnaire and four participated on the semi-structured focus group interview which was conducted online by means of the Zoom application. The data collected from this convenience and purposive sample were analysed using inductive, narrative, and thematic data-analysis. The data analysis revealed the following themes: The status of PE, Practical teaching challenges, Positive experiences, and Perceptions of and recommendations for PE teacher training. The theme of the status of PE included the often-negative attitudes towards PE and the lack of support from the departments of education, the school management and colleagues which make it difficult for teachers to display a positive attitude and to show commitment towards PE. The second theme, Practical teaching

challenges, entailed challenges such as high teacher-to-learner ratios, too little time allocation to PE in the school timetable, a lack of equipment and facilities, and learner discipline and motivation. The third theme, Positive experiences, pointed to positive aspects of the participants' experiences of teaching PE, including learners' enjoyment of the PE classes, and the teachers being able to successfully apply what had been learnt during their teacher training. Perceptions of and recommendations for PE teacher training included recommendations from the participants that the following be integrated to a larger degree into PE pre-service teacher training: the improvisation of equipment; promoting the subject to parents, the school governing body (SGB) and learners; and the greater exposure to learners from low socio-economic backgrounds and learners with disabilities. Although some participants perceived their pre-service teacher training as sufficient, the majority felt that the training could be improved to better prepare new PE teachers for practice. Based on the findings, the following recommendations for inclusion in pre-service PE teacher training are made teachers being trained to make their own equipment using recycled material, teaching strategies for large classes and small spaces, the promotion of PE in the school community, needs-support strategies to enhance learners' motivation, and exposure to schools of different socio-economic backgrounds.