A social-ecological insight into Australian generalist pre-service teachers' perceived barriers to teaching physical education

Research output: Other contribution to conferencePresentation onlypeer-review


Identifying and understanding the perceptions and beliefs of pre-service teachers (PSTs) is vital to informing teaching practices. The purpose of this study was to investigate Australian generalist PSTs’ perceptions of the barriers to teaching physical education (PE) classes. A social-ecological model framework was applied as the conceptual framework for the study to analyse, explore and understand the multiple levels of barriers perceived by the generalist PSTs. A myriad of social-ecological level challenges were perceived by the generalist PSTs (n=71) at the intrapersonal, interpersonal, physical environment and policy levels. With mounting demands on schools, PSTs must continually improve preparation and readiness for teaching practical subjects such as PE. By developing multi-level insight into the barriers for generalist PSTs to teaching PE, teacher education programs can reflect upon and facilitate learning environments that meet the needs of our future teachers.
Original languageEnglish
Publication statusPublished - 2017
Event30th ACHPER International Conference - University of Canberra, Canberra, Australia
Duration: 16 Jan 201718 Jan 2017
https://www.achper.org.au/professionallearning/past-international-conference-proceedings/2017-international-conference-proceedings (Conference website)
https://www.achper.org.au/documents/item/583 (Conference proceedings)


Conference30th ACHPER International Conference
Abbreviated titleParticipation in an Active and Healthy Life: Valuing the Participant Voice
OtherThe 30th ACHPER International Conference held at the University of Canberra from January 16-18 2017 provided 320 teachers, researchers and health, sport and recreation professionals from across Australia and overseas with a dynamic and highly engaging professional learning experience.

The conference theme – Participating in an Active and Healthy Life – Valuing the Participant Voice – prompted us to engage with people as learners and actively seek their voice to inform our work and improve the achievement of learning outcomes as well as their lives.
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