Perceptions of Preparedness to Teach Primary School Physical Education: Transformative Learning in Generalist Pre-Service Teacher Education

Abstract

The research reported in this thesis is the outcome of investigating a recommendation from the Senate Standing Committee on Environment, Recreation and the Arts (1992) to improve the delivery and quality of school Physical Education in Australia. The recommendation called for a determination of national minimum course requirements in Physical Education for generalist teachers at primary level. One regional university responded with a curriculum innovation that increased opportunity for pre-service teachers to study tertiary Physical Education beyond minimum requirements. This investigation measured the degree to which pre-service generalist teachers' perceptions of preparedness to teach Primary School Physical Education (PE) were influenced by varying levels of study. A mixed method, cross-sectional research design was employed. Participants were volunteers who had completed one or more units of study in PE. Purposively selected survey respondents (n=400) engaged further in the study through in-depth interview (n=19). Instruments, namely a survey, a Visual Language Icon (VLI), and an interview schedule were developed to elicit aspects of participants' preparedness to teach, and contributors to those perceptions.