Abstract

Making the transition from the role of student to teacher is difficult at times. The prospective teacher often comes into the program with many expectations and beliefs. Preparation of future teachers entails the acquisition of content knowledge, pedagogical skills, modification of student beliefs, and developing a level of comfort in the classroom. Student teachers navigate through this process of preparation at different times and speeds, using different routes and strategies.

The purpose of this study was to investigate whether or not, and if so, how the preservice PETE teachers viewed they had acquired and applied content and/or pedagogical content knowledge through the completion of the elementary component (methods course plus field-based internship) of their PETE program at Allentown University. This qualitative study used the constructivist view to gain a better understanding of the perceptions of the preservice teachers. The participants were the preservice teachers enrolled in the elementary portion of the Physical Education Teacher Education program and one professor. Data were collected from participant interviews and document analysis. Data will be analyzed using constant comparative methods looking at course syllabi, texts, handouts, and interview transcripts.

If the point at which student teachers acquire content knowledge and pedagogical content knowledge can be better understood, we may be better able to influence how this process occurs. This study is just the first step towards a greater understanding of the development of the teacher. If teacher educators can understand the student teacher development process we will be more effective agents of change.