Abstract
ABSTRACTThe purpose of this study was to describe pre-service teachers’ practicum experiences of teaching physical education to PreK children. A total of 15 pre-service teachers (male = 10, female = 5) in a physical education teacher education program participated in the study. This study used an explanatory case study design and was situated by occupational socialization theory. Data were collected from pre- and post-practicum journals, which included a pre-and post-confidence five-point Likert scale, and eight during-practicum journals. Three themes emerged from the data analyses: (a) improved confidence levels of teaching PreK physical education through the practicum, (b) the non-linear nature of improvement to utilize basic pedagogical skills, and (c) strengthened beliefs toward PreK physical education and being physical educators in general. In conclusion, successful practicum experiences are impactful for professional socialization of pre-service teachers to teach not only PreK physical education, but also physical education in general.
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