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Supporting preservice teachers to transition to university through a purposely structured Health and Physical Education subject
Journal article   Open access   Peer reviewed

Supporting preservice teachers to transition to university through a purposely structured Health and Physical Education subject

Suzanne Hudson, Roslyn Franklin, Peter Hudson and Sarah James
Women and Birth, Vol.15(2), pp.81-103
2022
DOI: https://doi.org/10.3167/latiss.2022.150205
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Published (Version of record)CC BY V4.0,  Open Access
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Published (Version of record)CC BY V4.0,  Open

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UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#3 Good Health and Well-Being

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Abstract

initial teacher education health and physical education preservice teachers transition university retention Physical education and development curriculum and pedagogy Teacher education and professional development of educators Higher education Teacher and instructor development
Transitioning to university can be challenging for many first-year students. This study focusses on a Health and Physical Education (HPE) subject delivered at an Australian regional university and designed to support first-year preservice teachers training to teach in primary schools. The aim of this mixed-methods research was to investigate if a purposely structured first-year HPE subject could support primary preservice teachers’ confidence to (1) be part of a community of learners; (2) promote success and retention at university; and (3) develop the skills for teaching HPE, specifically, Fundamental Movement Skills. Survey results indicated 90 per cent or more of the preservice teachers’ self-reported confidence across the three areas being investigated. Interview responses highlighted the importance of well-structured coursework and real-world learning experiences in developing confidence for teaching HPE.

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