A1 Journal article (refereed)
Informal learning contexts in the construction of physical education student teachers’ professional identity (2023)

Virta, J., Hökkä, P., Eteläpelto, A., & Rasku-Puttonen, H. (2023). Informal learning contexts in the construction of physical education student teachers’ professional identity. European Physical Education Review, 29(1), 22-39. https://doi.org/10.1177/1356336X221105263

JYU authors or editors

Publication details

All authors or editors: Virta, Jukka; Hökkä, Päivi; Eteläpelto, Anneli; Rasku-Puttonen, Helena

Journal or series: European Physical Education Review

ISSN: 1356-336X

eISSN: 1741-2749

Publication year: 2023

Publication date: 06/06/2022

Volume: 29

Issue number: 1

Pages range: 22-39

Publisher: SAGE Publications

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1177/1356336X221105263

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/81597

Abstract

This study aimed to investigate the significance of informal learning contexts in physical education (PE) student teachers’ professional identity construction. It addressed two research questions: How do informal learning contexts contribute to the construction of PE student teachers’ professional identity? What forms of relationships can be identified between the informal and formal contexts of learning in PE student teachers’ professional identity construction? The data consisted of 20 semi-structured interviews with PE student teachers during the final teaching practice period. The data were analysed using structural and pattern coding methods. The analysis revealed that informal learning contexts contributed to three elements of professional identity construction: professional ambitions, professional values and principles, and professional knowledge and competencies. Three distinct forms of relationships between informal and formal learning contexts in the construction of professional identity were also discovered: complementary, reconstructive and disconnected. Informal learning contexts appear highly influential in the construction of professional identity. The results also point towards a holistic notion of professional identity, where professional and personal aspects of identity merge and overlap in the construction of professional identity.

Keywords: physical education teachers; professional identity; teacher training; informal learning; practical training as a teacher

Free keywords: professional identity; physical education teacher education; student teachers; physical education teachers; informal learning contexts

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2022

Preliminary JUFO rating: 1