Method: Data was collected from three separate surveys that were completed prior to and immediately following the student teachers' PE pedagogy course as well as immediately following their mandatory PE field experience (practicum) that occurred towards the conclusion of their PETE program. Friedman analyses were run on rating questions (e.g. Completely Disagree to Completely Agree) to compare students pre course, post course and post practicum ratings. An interpretive lens and coding procedures was also utilized to organize themes that emerged from the qualitative responses.
Analysis/Results: A plethora of important and interesting results emerged from the data. One resultant example acknowledged what the PETE majors' prioritize as being of most value when they become a physical education teacher. In the pre and post course surveys, items such as 'fun' and 'skill development' were highly prioritized items, yet in the post-practicum surveys the student teachers' interest in these two items dramatically decreased while items such as 'cooperation' and 'student self-responsibility' increased significantly. Another interesting finding as a result of data analysis focussed on the question that asked the respondents to identify why they most wanted to become a physical education teacher. On two specific items: 1) desire to coach, and 2) love of sports, both of these items dropped dramatically in terms of popularity over each of the three surveys while items such as 1) love of children, and 2) parental influence remained virtually identical over each of the three reporting periods.
Conclusions: To date no such study has existed in Canada. This research is relevant and critically important as it examines the beliefs, attitudes and perceptions of undergraduate PETE majors from three different Canadian post-secondary institutions. The results that emerged from this study will benefit future teacher candidates with an interest in teaching physical education as well as current teachers of physical education and PETE professors and instructors teaching at post-secondary institutions. The results are also important for professors and instructors of other discipline (curricular) related fields.