Reflecting upon teacher identity, self-efficacy and teaching physical education in primary trainee teachers

This article discusses the findings of Beth’s
undergraduate dissertation which investigated
teacher identity in trainee primary school teachers,
specifically focusing on their identities as primary
teachers who teach physical education (PE). The
dissertation, although small-scale, has some
interesting refl ections to consider on trainee teacher
identity and how initial teacher training (ITT) providers
might support self-effi cacy in the teaching of PE.
Beth used a mixed methodology approach; this
included a questionnaire, interviews and focus
groups to gather data from a sample of 65 trainees in
their final year of a three-year undergraduate primary
education degree with qualified teacher status (QTS).