Why Become a PE Teacher? – Motivation, Self-Concept and Implications for Teacher Education

Herbert Zoglowek

doi:10.18690/rei.14.1.31-46.2021

Abstract

Career choice can be seen as a complex decision-making process. Individual interests and goals, subjective assessment of abilities, as well as external requirements and circumstances play important roles. The PE teacher profession is often seen as a fun profession, without special requirements or burdens – an opportunity to turn a hobby into a profession. PE teacher candidates are confronted with the question of why they want to become PE teachers. The results of the survey highlight the importance of “biographical competence”, which must be seen as an important argument for increased attention to the development of the professional self in the PE teacher training program.

Highlights

The question whether the job of a physical education teacher is a dream job (Miethling, 2000; Thomann, 2006; Ulich, 2000; Ulbricht, 2013), has been answered by Miethling as being “between dream and nightmare” (2000)
The polarization expressed here is repeatedly expressed in society’s image of the PE teacher profession and in the way PE teachers themselves see their field of activity: a fun job without special demands or burdens, which allows one to turn a hobby into a profession or a job with a high risk of burnout
The third category ‘own sports biography and socialization’ is relatively rarely found in similar studies. This may be because one’s biography has only in recent years become more important in the choice of studies and profession, and it seems to have a special significance for the profession of PE teacher

Summary

Introduction

The question whether the job of a physical education teacher is a dream job (Miethling, 2000; Thomann, 2006; Ulich, 2000; Ulbricht, 2013), has been answered by Miethling as being “between dream and nightmare” (2000). This article aims to answer this question and provide subsequent reflections on the significance of career choice motives for (PE) teacher training. The first part of the paper deals with the motivation to choose a profession, followed by a seminar-based study on the career choice of PE teachers. The final part identifies and discusses possible implications of this career choice for the development of the professional self-concept within PE teacher education. This outlines the perspective and purpose of this paper: study and career choice and its importance for (PE) teacher education. The interest is not so much research-based as didactic, in that knowledge about the choice of study and profession is included in teacher training. Individual and autobiographical (explanatory) knowledge is actively used in elaborating and supporting self-reflection for the development of a professional self-concept

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Conclusion