Informal learning contexts in the construction of physical education student teachers’ professional identity
Abstract
This study aimed to investigate the significance of informal learning contexts in physical education (PE) student teachers’ professional identity construction. It addressed two research questions: How do informal learning contexts contribute to the construction of PE student teachers’ professional identity? What forms of relationships can be identified between the informal and formal contexts of learning in PE student teachers’ professional identity construction? The data consisted of 20 semi-structured interviews with PE student teachers during the final teaching practice period. The data were analysed using structural and pattern coding methods. The analysis revealed that informal learning contexts contributed to three elements of professional identity construction: professional ambitions, professional values and principles, and professional knowledge and competencies. Three distinct forms of relationships between informal and formal learning contexts in the construction of professional identity were also discovered: complementary, reconstructive and disconnected. Informal learning contexts appear highly influential in the construction of professional identity. The results also point towards a holistic notion of professional identity, where professional and personal aspects of identity merge and overlap in the construction of professional identity.
Main Authors
Format
Articles
Research article
Published
2023
Series
Subjects
Publication in research information system
Publisher
SAGE Publications
The permanent address of the publication
https://urn.fi/URN:NBN:fi:jyu-202206093205Use this for linking
Review status
Peer reviewed
ISSN
1356-336X
DOI
https://doi.org/10.1177/1356336X221105263
Language
English
Published in
European Physical Education Review
Citation
- Virta, J., Hökkä, P., Eteläpelto, A., & Rasku-Puttonen, H. (2023). Informal learning contexts in the construction of physical education student teachers’ professional identity. European Physical Education Review, 29(1), 22-39. https://doi.org/10.1177/1356336X221105263
Additional information about funding
This work was supported by the Suomen Kulttuurirahasto [The Finnish Cultural Foundation] (grant numbers 00181183 and 30202254).
Copyright© The Author(s) 2022