The purpose of this study was to investigate preservice physical education teachers’ perceptions of initial teacher education and its impact on their professional lives and teachers’ identities at the end of their school placement. It was also the aim of this study to identify school placement contributing factors and key actors in the formation of professional identities. The sample was composed of 272 preservice teachers in their final year of the master's in teaching physical education at a Portuguese university. We collected data through a questionnaire that included closed- and open-ended questions regarding six aspects of the teaching profession and initial teacher education: agents of training; components of teacher education; roles of teachers; motivation for teaching; conceptions of teaching and learning; and changes experienced during this period. Quantitative data were statistically analysed for measures of central tendency, and the responses to the open-ended question were analysed through thematic content analysis. The findings revealed: that preservice teachers considered the cooperating teacher to be the most important agent of training; that the teaching practicum experience was the most important component of teacher education; that delivering universal values was an essential role of teachers; that they had an intrinsic motivation for teaching; that they perceived a constructivist approach to teaching; and that the most meaningful change they experienced during their education was an improvement in soft skills. With the results, we conclude that professional socialisation influenced how the participants performed as teachers.

中文翻译：

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职前体育教师对初级教师教育的看法


本研究的目的是调查职前体育教师对初始教师教育的看法及其对他们的职业生活和教师在学校安置结束时的身份的影响。本研究的目的也是确定学校安置的促成因素和职业身份形成的关键参与者。样本由 272 名在葡萄牙大学攻读体育教学硕士学位最后一年的职前教师组成。我们通过问卷收集数据，其中包括关于教师职业和初始教师教育六个方面的封闭式和开放式问题：培训代理;师资教育的组成部分;教师的角色;教学动机;教学和学习的概念;以及在此期间经历的变化。对定量数据进行集中倾向测量的统计分析，并通过主题内容分析对开放式问题的回答进行分析。研究结果显示：职前教师认为合作教师是最重要的培训推动者;教学实习经验是教师教育中最重要的组成部分;传递普世价值观是教师的重要作用;他们有内在的教学动机;他们认为这是一种建构主义的教学方法;他们在教育期间经历的最有意义的变化是软技能的提高。根据结果，我们得出结论，职业社会化影响了参与者作为教师的表现。