PGCE

PGCE



PGCE

Discussion

In relation to the key findings from the study, many areas for discussion have made themselves apparent. Firstly, as Fig.1 illustrates, the response to the statement; 'I so far consider my teacher training to be of a very high standard', proved highly significant with 45 of the 46 subject's selecting they either agreed or strongly agreed with that statement. This finding clearly demonstrates that the teacher training the subject's are receiving from the PGCE program is perceived to be of a very high standard to the subjects.

A strong subjective warrant means individuals believe they are equipped to cope with the demands of a physical education teaching (Templin et al., 1982), and, as such, this fits best into Vallerand's (2000) hierarchical model as a psychological mediator addressing the need for (perceived) competence.

However due to varying perceptions of different people, the question is posed as to whether this teacher training is of a high enough standard to prepare the subject's to delivery high quality physical education to key stage 3 and key stage 4 pupils.

The second key finding from the collection of data once again was something that the significant majority of subjects either agreed or strongly agreed with. This was that the subject's felt the PGCE course allowed them to gain a true insight as to what is expected of a PE teacher teaching key stage 3 and key stage 4 pupils, and was a statement all bar one of the subjects agreed with (illustrated by Fig.2).

However, there is reason for concern because as this research like Brown (2005) and Dewar (1989) before demonstrate, the fronts used in the practicum setting have the propensity to contribute to the naturalization of practices and social (re)production. Furthermore, our findings indicate the power of the practicum in that through practice in workplaces, such as the subject department office, norms supported by and even 'played out' in student teacher performance become further entrenched and assumed.

Once again in relation to the research problem/question, it may be considered that if the PGCE course allowed the subject's the opportunity to achieve this insight, the subject's in turn would have experienced qualified and experienced PE teachers delivering high quality Physical Education, and therefore perhaps understand what it takes to achieve this. This is only of course if the placement schools the subject's were placed were actually hitting the targets set by WAG & SCW and following the National Strategy, and in order to truly find the answer to this would of course lead into a whole other research project.

The strength of the socialising process into physical education teaching seems to be entrenched. This has been elaborated upon by a number of authors over a considerable period of time (see, for example, Lawson (1983a) and Lawson (1983b); Lortie, 1975). A number of socialising factors which shape physical education teachers knowledge and beliefs about the purpose of physical education, its content and delivery have been identified.

Those entering physical education teacher education have been influenced to some extent by ...