Journal article
The promise and limits of communities of practice for preservice teachers’ epistemological beliefs
Curriculum studies in health and physical education, Vol.First online, pp.1-20
23/08/2026
Appears in Recent Faculty of Education Publications
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Abstract
This study explores how the school placement year in a Physical Education Teacher Education (PETE) program, designed with the intention of fostering Communities of Practice (CoPs), may influence preservice teachers’ (PSTs) epistemological beliefs (EBs). Eleven PSTs participated in a longitudinal case study, with data collected through focus groups, reflective logs and observations. Findings indicate that CoPs can foster sophisticated EBs, where peer and teacher collaboration help PSTs view knowledge as contextual and co-constructed, shifting towards flexible teaching conceptions aligned with the contemporary PE curriculum. However, hierarchical dynamics and the evaluative role of supervisors constrained epistemological growth, limiting opportunities for autonomy and innovation. The study highlights the potential of CoPs to support PSTs’ professional development while underscoring structural challenges that may hinder their transformative role.
Details
- Title
- The promise and limits of communities of practice for preservice teachers’ epistemological beliefs
- Creators
- Margarida Barros - Universidade do PortoIsabel Mesquita - Universidade do PortoCarla Valério - Southern Cross UniversityPaula Queirós - Universidade do Porto
- Publication Details
- Curriculum studies in health and physical education, Vol.First online, pp.1-20
- Publisher
- Taylor & Francis
- Grant note
- This work was supported by Fundacao para a Ciencia e a Tecnologia [Grant Number: 2021.04842.BD].
- Identifiers
- 991013396901602368
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article