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The interplay between student-centred pedagogical strategies and preservice teachers’ epistemological development
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Journal article
The interplay between student-centred pedagogical strategies and preservice teachers’ epistemological development in physical education teacher education
European Physical Education Review, Vol.First online
27/01/2026
Appears in Recent Faculty of Education Publications
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Abstract
Understanding how preservice teachers (PSTs) form their epistemological beliefs (EBs) is crucial for seeing how these beliefs influence teaching practices, particularly whether they encourage active learning or mere knowledge transmission. Building on this premise, this study aimed to examine the interplay between student-centred pedagogical strategies used in a 2-year physical education teacher education (PETE) programme and the development of PSTs’ EBs. Data were collected throughout the 2-year PETE programme using a longitudinal case study design, incorporating focus group interviews, reflexive logs, and participant observations with 11 PSTs. Findings revealed a non-linear trajectory across three phases: in the first year, peer-teaching, micro-teaching, questioning, and reflexive practices encouraged the development of more constructivist-aligned understandings. During the transition to school placements, PSTs experienced a ‘reality shock’ that led to temporary regressions towards control-oriented and authority-based beliefs. In the second year, however, PSTs re-engaged with earlier strategies, reconnecting with beliefs that emphasised student autonomy, collaboration, and active learning. These findings suggest that PETE programmes should deliberately design opportunities for autobiographical, experiential, and professional pedagogical strategies, while providing ongoing support to help PSTs navigate setbacks and progressively develop more sophisticated EBs.
Details
- Title
- The interplay between student-centred pedagogical strategies and preservice teachers’ epistemological development in physical education teacher education
- Creators
- Margarida Barros - University of Porto (Portugal)Isabel Mesquita - Universidade do PortoCarla Valerio - Southern Cross UniversityPaula Queirós - University of Porto (Portugal)
- Publication Details
- European Physical Education Review, Vol.First online
- Publisher
- Sage
- Grant note
- Fundao para a Cincia e a Tecnologia: 2021.04842.BD
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Foundation for Science and Technology (FCT, Portugal) through the 2021.04842.BD grant awarded to the first author.
- Identifiers
- 991013347139702368
- Copyright
- © The Author(s) 2026.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article