The purpose of this study was to examinepreservice classroom teachers’ (PCTs) identity develop-ment as teachers of physical education (PE) in a methodscourse designed based on the thematic framework oflearning to teach (Feiman-Nemser2008). Ten PCTs (fourmale, six female) were selected, and data were collectedfrom PCTs’ reflective journal entries, as well as individualinterviews with participants. Inductive analysis of datarevealed that PCTs’ identity as elementary PE teachers hasbeen changed: (a) from a sport coach to a movementeducator, (b) from a recess organizer to a curriculumimplementer, and (c) from a classroom teacher to school-wide physical activity teacher. These changes have beenfacilitated by the teacher educator’s modeling behaviors,micro-teaching practice, and reflection combined withmetaphor development in regard to the teaching and theteacher. This study highlights the important role of amethods course to help PCTs transform diverse learningexperiences into legitimate sources of knowledge for theirown identity development

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• Preservice Classroom Teachers’ Identity Developmentin Learning to Teach Physical Education
  Preservice Classroom Teachers’ Identity Developmentin Learning to Teach Physical Education