Preservice Physical Education Teachers' Teacher Identity and Motivation during Initial Teacher Education: A Systematic Review

Abstract

Background: Teacher identity continues to emerge as a growing interest in the field of education, with a particular focus on preservice teachers as research widely recognises the impact of teacher identity on teacher development.

Objective: The aim of this study was to expand on previous definitions of teacher identity, by employing Richardson and Watt’s (2018) conceptualisation of teacher identity and motivation. The study was guided by the research question: What factors influence the development of preservice physical education teachers’ teacher identity formation and motivation during initial teacher education?

Methods: This study followed the Preferred Reporting Items for Systematic reviews and Meta-Analyses guidelines (Page et al., 2021) and Mixed Methods Appraisal Tool (Hong et al., 2018). The review included studies that reported on preservice physical education teachers experiences of initial teacher education, related to the various motivational constructs that underpin Richardson and Watt’s (2018) conceptualisation of teacher identity. Studies that were unrelated to these factors were excluded.

Results: The review employed Braun and Clarke’s (2006) thematic analysis to synthesise the qualitative data and identified four key items: 1) teacher identity development is influenced by context and place; 2) together, motivation and self-efficacy mediate the effect of negative emotions and burnout; 3) early and regular experiences in initial teaching practice improved their self-confidence and competence; and that 4) preservice physical education teachers are subject to marginal profiles that align with conflicting understandings of a ‘good’ and ‘professional’ teacher.

Conclusions: Future research should investigate the nature and influence of preservice physical education teachers’ pre-defined understandings of the profession prior to their enrolment as this contributes and may thwart their emerging teacher identity during initial teacher education.