Your Story

Abstract

Students entering physical education teacher education (PETE) programs bring with them preexisting conceptualizations related to the purpose of physical education (PE) and the role of PE teachers. These perspectives and beliefs form the basis for students' subjective theories through which the messages of teacher education are interpreted. Since subjective theories begin to take shape before initiating teacher education, they are based largely on recruits' own experiences with teachers, coaches, and other influential socializing agents during their K-12 education. In response to recruits' tendencies to resist components of PETE, Richards and colleagues (2013) recommended using strategies informed by constructivist theories of teaching in order to work alongside preservice teachers and help them to critique and question their own subjective theories. Among other strategies, autobiographical essays that prompt preservice teachers to critically appraise their experiences during acculturation and early teacher education can help provoke student reflection and critical thinking.