Construction of teacher identity in Physical Education teacher education students: impact of A+S in early childhood education settings
DOI:
https://doi.org/10.47197/retos.v80.118055Keywords:
Teacher identity, service-learning , initial teacher education, Physical Education, early childhood educationAbstract
Introduction: The construction of teacher identity is a central component of initial teacher education, particularly during the early years. In this context, experiences that connect academic learning with real educational settings can contribute significantly to its development.
Objective: To evaluate the development of teacher identity among first-year students enrolled in Physical Education teacher education programs through their participation in a Service-Learning (S-L) program implemented in early childhood education settings.
Methodology: A quantitative study with a pretest–posttest design was conducted. Participants included students from both regular and continuing education programs. Teacher identity was assessed using a questionnaire addressing motivation toward teaching, professional self-image, perceived self-efficacy, and perceptions of the teaching role. Descriptive statistics, repeated measures ANOVA, and Pearson correlations were applied.
Results: Significant increases were observed from pretest to posttest across all dimensions, with no differences between groups. Additionally, negative correlations were found between initial scores and observed changes, indicating greater improvements among students with lower initial levels.
Discussion: These findings are consistent with prior research highlighting the impact of Service-Learning on strengthening teacher identity, particularly in dimensions such as self-efficacy and motivation. Likewise, the observed improvement aligns with studies showing that early practical experiences foster situated identity development processes.
Conclusions: Participation in Service-Learning experiences can promote the development of teacher identity during the early stages of university education among students in Physical Education teacher education programs.
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