Abstract
This article describes aspects of physical education teacher education (PETE) that 12 participants reported were instrumental in the development of understanding of and commitment to a movement approach. The movement approach was a constructivist and developmental approach that was discrepant from the participants’ prior knowledge of curriculum. Based on in-depth interviews, observations of teaching and coursework, and documents, 12 case studies were prepared. Students’ understanding and commitment developed through a critique of K–12 experiences, learning to read the political text of their subject matter, confronting negative stereotypes of physical educators, understanding the movement approach as a program that they could be proud of, feeling part of a bigger collective mission to bring better physical education to children, and learning through practical experiences. Coursework gave students a broader context for interpreting field experiences and served as a catalyst for the power of learning through doing, whereas learning through doing instantiated and integrated theory learned at the university.
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