Mediating socio-cultural beliefs on learning to teach physical education:  Exploring the influence of school integrated teacher education
The purpose of this qualitative study is to examine how physical education teacher education (PETE) student teachers’ beliefs (assumptions) about teaching PE affects how they learn new content, and how this learning is affected when implemented by student teachers in local schools.  In particular, this research is designed to further our understanding of how pre-service teachers' knowledge of teaching can become contextualized and personalized in light of professional knowledge offered in teacher education programs.  Participants will include pre-service teachers involved in PE452 (a 400 level professional course in the school of PE secondary education program focused on the teaching of games in instructional PE).  A key feature of this research is that it will inform the development of the course and inform the development of the PETE program.  The study will act as a skeleton framework for a larger grant application to connect to currently funded research into other School Integrated Teacher Education (SITE) courses.