Examining the relationships among preservice physical education teachers’ beliefs, emotions, and professional identity
Bibliographic Data
| ID | 12565809 |
|---|---|
| Authors | Youngjoon Kim (0000-0002-7260-0537, University of Illinois Urbana-Champaign), Kelly L Simonton (0000-0001-7261-2047, University of Wyoming), Kevin Mercier (0000-0003-3505-2495, Adelphi University), Karen Lux Gaudreault (0000-0001-6016-9914, University of New Mexico), K Andrew R Richards (0000-0003-3045-6001, University of Illinois Urbana-Champaign, corresponding author) |
| Year | 2025 |
| Volume | 32 |
| Issue | 1 |
| Pages | 3-20 |
| Publication date | 2025-01-29 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Physical Education Review (JOURNAL) |
| Journal identifiers | ISSN: 1356-336X • E-ISSN: 1741-2749 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1356336x241312088 |
| OpenAlex | W4407008612 |
| Language | EN |
| Citations received | 2 |
| References cited | 38 |
Teacher identities, shaped within teacher education programs, are linked to professional commitment, career longevity, teaching effectiveness, and student learning. The purpose of this study was to examine the relationships among teacher beliefs, emotions during student teaching, and professional identity in physical education (PE) preservice teachers (PSTs). The PE PSTs ( N = 268), who were in the final weeks of completing their semester-long student teaching in the USA, completed a survey that measured teacher beliefs, emotions, and professional identity. Confirmatory factor analysis and structural equation modeling were used to evaluate the data and hypothesized relationships. The results confirmed that PE PST beliefs were related to positive and negative emotions during student teaching and that both beliefs and emotions were related to teacher identity. The emotions experienced in student teaching support indirect relations between beliefs and identities. The study highlights the importance of teacher education that fosters strong and professional teacher beliefs and provides a meaningful student teaching environment that can generate positive emotions. To ensure the success of PE PSTs, rather than simply their survival, this study advocates for the establishment of supportive and close-knit partnerships between university-based teacher educators, cooperating teachers, and school staff. PE PSTs’ professional identity formation and its influences require more research to establish connections with teacher effectiveness, motivation, and well-being, which are tethered to student learning
Confirmatory factor analysis · Identity (music · Mathematics education · Pedagogy · Physical education · Professional development · Structural equation modeling · Teacher education · Inclusion and Disability in Education and Sport · Physical Education and Pedagogy · Psychology · Social Psychology · Teacher Education and Leadership Studies
Introducing Lisrel
Advances in Teacher Emotion Research
Measuring Teachers’ enjoyment, anger, and anxiety
Appraisal Theories of Emotion
Personal and contextual factors related to teachers’ experience with stress and burnout
Understanding teacher identity
Reporting Structural Equation Modeling and Confirmatory Factor Analysis Results
Evaluating Structural Equation Models with Unobservable Variables and Measurement Error
Mediation Analysis
Teacher job satisfaction
Physical education teachers’ professionalization
Identity work
Health and body tensions and expectations for pre-service physical education teachers in Spain
Teacher socialization in physical education
Understanding the perceived mattering of physical education teachers
Becoming a physical education teacher during formalised school placement
Development of the Pre-service Physical Education Teachers' Teacher Identity Scale
The association of perceived mattering and emotions with physical educator teacher resilience
The relationship between occupational socialization factors and in-service physical educators’ reported use of sport education
Anticipatory reflection while learning to teach
Teacher job satisfaction and motivation to leave the teaching profession
Reconsidering research on teachers’ professional identity
A complex dynamic systems perspective on identity and its development
Survival in a Marginal Role
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |