In PE, pupils should be enabled to have meaningful experiences which lead them to lifelong, meaningful engagement in physical activity. This requires professionally educated PE teachers who are able to design high-quality PE classes which meet the curricular requirements. The purpose of PETE is to initiate appropriate professional development. Crucial for professionalisation are teachers’ beliefs as they guide teacher action (e.g. conception and implementation of effective teaching in class) and act as filters and frames in the reception and integration of new information (e.g. pedagogical content knowledge, PCK). This project examines how domain-specific professional beliefs develop within the first (study programme at the university) and second (practical traineeship in a regular school) phase of PETE.
In a qualitative longitudinal study, group discussions are conducted with prospective PE teachers at different points during the course of their education programme (from t1: beginning of B.Ed. to t4: practical traineeship). The collected data is analysed by means of Thematic Analysis with regard to the domain-specific teaching principle of “Multi-perspectivity” as well as aspects of teaching quality (e.g. cognitive activation). The aim is to obtain a multi-faceted, detailed picture of domain-specific professional beliefs and their dynamic development, which will also reveal deeper and implicit structures.
The project is funded as part of the intramural project funding for postdocs at the University of Tübingen.