Dissertation: Physical education teachers’ professional identity learning (Virta)
Physical education has traditionally focused largely on skill, performance and how to measure them. By the 2010s, this orientation was abandoned in terms of objectives and content. The current curriculum emphasises supporting pupils' overall well-being, learning a wide range of motor skills and developing a positive attitude towards their own physical well-being.
"However, PE teachers' personal understanding of PE as a subject and their perception of themselves as implementers of its objectives are crucial, as they are linked to pupils' experiences of physical activity at school," says Jukka Virta. Virta's doctoral thesis in education will be examined at the Ä¢¹½Ö±²¥ at the end of March.
Virta's doctoral thesis in education examined the construction of the professional identity of physical education teachers. The identity issues of physical education teachers were approached from the perspectives of embodiment, informal learning experiences and interaction. In addition, Virta examined the links between professional identity and professional competence.
Teachers' perceptions of embodiment vary
Physical education teachers' perceptions of embodiment turned out to be diverse. Some of the teachers interviewed emphasised body performance and appearance, while others considered the physical characteristics of the teacher to be secondary and emphasised an accepting attitude towards the body.
"Some interviewees also struggled with appearance pressures related to physicality. They wanted to be accepted for who they are and still be good PE teachers," says Virta.
Learning experiences outside teacher training played an important role in the formation of their professional identity. The teachers' interactions with pupils also made them reflect on their own teaching methods.
Support for teacher education
Virta's doctoral research adds to our understanding of the professional identity of physical education teachers and its links to professional learning. In her research, Virta found a close and interactive relationship between teacher professional identity formation and professional learning processes. The importance of the teacher's current professional identity in professional learning was highlighted. This identity guided them towards content that reflected the kind of teacher they wanted to be in the future.
"I hope that the results of this study will provide teacher educators with ways to support teacher identity formation in teacher education. The results will also equip physical education teachers and students to deal with the changes in teacher work and the content taught in teacher education in relation to the kind of teachers they want to be in the future," concludes Virta.
This text has been translated with the help of AI.
Further information
Lic.Sc. (Sport Sciences) Jukka Virta defends his doctoral dissertation in teacher education "Physical education teachers’ professional identity learning" on March 28. Opponent is professor Mirjamaija Mikkilä-Erdmann (University of Turku) and custos is professori Anna-Maija Poikkeus (Ä¢¹½Ö±²¥).
The event will be held in Finnish.
The dissertation is available online:
Jukka Virta
jukka.t.virta@jyu.fi
p. 041-5442154
