Reflecting upon teacher identity, self-efficacy and teaching physical education in primary trainee teachers

Abstract

This article discusses the findings of Beth’s undergraduate dissertation which investigated teacher identity in trainee primary school teachers, specifically focusing on their identities as primary teachers who teach physical education (PE). The dissertation, although small-scale, has some interesting refl ections to consider on trainee teacher identity and how initial teacher training (ITT) providers might support self-effi cacy in the teaching of PE. Beth used a mixed methodology approach; this included a questionnaire, interviews and focus groups to gather data from a sample of 65 trainees in their final year of a three-year undergraduate primary education degree with qualified teacher status (QTS)