The 4th Research Forum on
University Physical Education in East Asia
February 18 (Fri) 14:00-17:05, 2022
(Online) University of Tsukuba, Ibaraki, JAPAN
Zoom Link︓https://00m.in/G7Kzy
Moderator: Hirokazu MATSUO (University of Tsukuba)
14:00-14:05

Opening

14:05-14:55

Trim Exercise and New Sports: Including All Students.
Shinichi NAGATA (University of Tsukuba)

14:-55-15:05

Break Time

15:05-15:55

Akihiro SAKAMOTO (University of Tsukuba)

An Analysis of the Physical Education Teaching Practice Research in
Taiwan Higher Education.
Ching Ping, LIN
Since 2020 PE Curriculum and Teaching in Higher Education in Taiwan:
Challenges and Coping Strategies.
Deng Yau, SHY“Houston, We‘ve had a Problem as well.”: The Challenge of Taiwan
doctoral Physical Education Teacher Education. Ching Wei, CHANG（National Taiwan Normal University）

15:55-16:05

Break Time

16:05-16:55

Understanding PE Teachers’ Professional Identity Formation and
Implications for Preservice PE Teacher Education.
Junhyuk PARK & Euichang CHOI (Seoul National University)

16:55-17:05

Closing

Euichang CHOI（Seoul National University）
Chi, Li-KANG （National Taiwan Normal University）
Hideki TAKAGI （University of Tsukuba）★ Presentation - 30 minutes; Q & A - 20 minutes★As a rule, speakers should give a presentation in English. In terms of presentation slides, as longas the main parts are written in English, you can add other languages. In principle, English will be
used for questions and answers, but if necessary, you may use an interpreter.
Forum Secretariat

Atsushi KIUCHI (Univ. of Tsukuba) kiuchi.atsushi.fw@u.tsukuba.ac.jp

Trim Exercise and New Sports: Including All Students

Shinichi Nagata, Ph.D., CTRS (University of Tsukuba)

Physical Education (PE) for college students can influence theirwellness-maintenance behavior for the rest of life. However, certain
subgroups of students, such as students with disabilities and students
who self-identified as “not good at sports”, are less likely to benefit fromtypical PE approaches. University of Tsukuba provides PE that serves
all students including those mentioned above, with two courses: Trim
Exercise course and New Sports course. Trim Exercise course only
accepts students who have disability and provides a small-group
activities that are modified based on individual need of the groupmembers. New Sports course is established as a regular course, opened
for all students. It utilizes non-traditional sports such as flying discand unihoc floorball, with a stronger focus on socialization andteamwork among the students. The analysis of student narratives
found two themes: (1) you don’t have to worry too much about
performance; and (2) nobody had played New Sports prior to the class.
Results suggest that the activities done in these classes as well as thephilosophy of delivery matched the needs of students who selfidentified as “not good at sports”. Furthermore, students who had little
interest in sport commented that they became more interested inengaging in sport in the future.

An Analysis of the Physical Education Teaching Practice Research in
Taiwan Higher Education.
Professor
Ching Ping, Lin
Department of Physical Education and Sport Sciences

National Taiwan Normal University
In order to advocate teachers of higher education to value teachingquality, connect instructional effectiveness with faculty promotion, andfinally, to change the tendency of attaching more importance to researchthan teaching, the Ministry of Education in Taiwan started to promote theproject of teaching practice research in 2018, and published the “Journal of
Scholarship of Teaching and Learning” in 2021. This article analyzes theresearch on the situation of teaching physical education in universities andleads to the following findings. First, teachers place more and more value on
the Physical Education Teaching Practice Research project. The number ofapplication increases and the pass rate decreases year by year. Second,quasi-experimental design and action research are mainly chosen as theresearch method. There are also various ways of date-collecting. Third, themost frequently used teaching subjects are ball games and physical fitness.
The second most is dancing and recreational sport. Fourth, the research topic
mostly focuses on the influence of teaching models and strategies tolearning effectiveness. The research finds out that the project of teachingpractice research not only enhances students’ learning outcome but also
promotes teachers’ professional growth. As for questions andrecommendations for future research, the first one is the conflict between
research data-collecting and the learning of students. Secondly, how to comeup with innovative thinking of the same subject for continuous research isalso important. Therefore, it is worth exploring to strike the balance between
research and teaching quality, and to keep the innovation in research on
limited teaching subjects.

Since 2020 PE Curriculum and Teaching in Higher Education in Taiwan:
Challenges and Coping Strategies

Professor
Deng-Yau Shy
Department of Physical Education and Sport Sciences
National Taiwan Normal University, Taiwan

Since 2020, the development and challenges of Physical Education in higher
education in Taiwan have been influenced by the current international trends and thepolicies of national development. Rather, it is not a routine process of continuous andconsistent change. The first is the impact of the covid-19 epidemic. Taiwan adopts azero-tolerance epidemic clear policy. Once a student is diagnosed, the students will
not go to school, and the physical course will change to an online course, the policy
decisions great impact the physical education teaching. Secondly, for Taiwan to enter
the ranks of bilingual countries in 2030, college physical education curriculum is also
gradually developing towards bilingualism, and the teaching faculty and teaching
methods immediately becomes an important issue. National Taiwan Normal
University has become the only bilingual university in Taiwan that applies in thename of a university of TE. Whether it is in the field of physical education teaching orin the teacher training system and program, it must find coping strategies and play aleading role. Although in this situation, the moving is passive, but still meaningful,because these impacts can make us re-thinking and do reflection on the necessity andimportance of physical education curriculum and teaching in higher education.

“Houston, We’ve had a problem as well.”:
The challenge of Taiwan doctoral physical education teacher education
Chingwei CHANG
Associate Professor
Department of Physical Education and Sport Sciences
National Taiwan Normal University
Doctoral physical education teacher education (PETE), PETE programs, and K-12
Physical Education (PE) programs are interrelated systems to deliver the quality PE in
schools(van der Mars, 2011). In Taiwan, there is a shortage of future PETE professors
who will be capable to teach physical education (PE) teaching method course. In someuniversities, in terms of PETE program, PE teaching method course and it’s relevant
courses (i.e. PE learning assessment and PE curriculum design) are taught by othersubdisciplines (non-specializing in Sport Pedagogy) professors or part-time school PE
teachers due to the hiring policy linked with insufficient funding or the prerequisite
enrollment condition of high performance scientific publications. Regarding to therecruitment policy, it may be favorable to those who are not prepared through PETE
track but having better academic performance candidates. In this case, it has been
becoming a potential threat for ensuring the quality PE teaching not only in school levelbut also in higher education one. To some extent, some subdisciplines’ (nonspecializing in Sport Pedagogy) faculties have to teach PE courses in higher education
institutions with insufficient PE teaching knowledge and skills though. Moreover, aminority of them are responsible for carrying out the PE teaching method course.
Therefore, how can one deal with these challenges becomes an important issue while
facing the 21 century. Do other subdisciplines (non-specializing in Sport Pedagogy)
doctoral students’ need to know core content knowledge of PE teaching? How can one
facilitate our faculties’ PE teaching professional development in higher education? Thisis the major intention of the forum for discussing the issue.
stUnderstanding PE Teachers’ Professional Identity Formation
and Implications for Preservice PE Teacher Education
Junhyuk Park, Euichang Choi (Seoul National University)

Professional identity formation (PIF) is a journey of integrating an
individual's identity into the professional community, which is aprocess of internalizing the values and attitudes of a professional:
professional identity (PI). The concept of PIF can play a key role forphysical education (PE) teachers to internalize the fundamental values
and attitudes of PE teachers. The purpose of this study is to explore
and analyze the stages of Korean PE teachers’ Professional identity
formation process. The study participants consisted of 12 Korean PE
teachers. Data collected through open-ended questionnaires, indepth interviews, and local documents went through the process ofdescription, analysis, and interpretation. As a result, there were a totalof 4 stages. The 1st stage is ‘Enduring and trial & error’, which refers
to the stage of taking the first step as a PE teacher. The 2nd stage is‘Adapting and plateau phenomenon’, the stage of having the minimum
required PI components needed to become a PE teacher. The 3rd stageis ‘Leading and playing a key role’, which is a stage of having a wholly
formed PI and playing a pivotal role in school with it. The 4th stage is‘Sharing and giving guidance’. This is the stage of giving influence on
the outside world by sharing and giving guidance with the wholly
formed PI they have. Moreover, these stages were influenced by the
representative characteristics possessed by Korean PE teachers:
Participation in teacher learning community, School level, School type,
and Teacher gender. Findings from PE teachers’ PIF provide
implications for pre-service PE teacher education where specially thetechniques and the philosophies for being a good PE teacher aredeveloped and cultivated altogether.

Trim Exercise and New Sports:
Including All Students
Shinichi Nagata, Ph.D., CTRS
University of Tsukuba

Introduction of the Speaker• Shinichi Nagata• Areas of Expertise• Adapted Sport• Therapeutic Recreation• Current Teaching Practices• New Sports• Trim Exercise

Purpose of this presentation• Not a (full-fledged) research study – rather, a suggestion of a potential
area for future research• Reflections of my teaching practice + exploratory analysis of student
responses• I hoped to begin a conversation – practices in Korea, Taiwan? Possible
future collaborations?

Inclusion in Physical Education• Inclusion means that “All children, regardless of ability or disability,
have the right to be respected and appreciated as valuable
members of the school community, fully participate in all school
activities, and interact with peers of all ability levels with
opportunities to develop friendships.” (NCHPAD, 2017)• Inclusion has been a big trend in education, and it has beenpracticed in physical education (Block, 1999; Haegele et al., 2017;
Qi & Ha, 2012)

Inclusion in Physical Education• According to the MEXT: “With an emphasis on active life andengagement in sports in various ways, physical education
contents and instruction shall be reflective of inclusion. Children
should be taught various ways of enjoying sports and physicalactivities and share the enjoyment with people of all background,regardless of their level of physical strength and skills, age,gender, or disability.”• How confident are we to serve diverse student populations?
• Students with disabilities• Students who are self-identified as “not good at sports”

They were, in fact, excluded• These students often feel being excluded from the activities• PE teachers do not feel well-prepared to include students withdisabilities (Sato et al., 2007; Sawae, 2020)• Students with disabilities may be physically integrated toregular PE, but often be excluded from the activities (Haegele,
2019)• Students who are not good at sports à Disliking PE à Not
engage in sport after graduation (Ikushima, 2021; Japan Sports
Agency, 2018)

Tsukuba-Taiiku (PE)Vision• Sound body, nurture a rich spirit, and increase mental strength throughvarious sports activities.

Educational goals of Tsukuba Taiiku are as follows:
1. Teaching basic knowledge and the ability to think and practice in terms ofhealth, strength and sports techniques
2. Nurturing a rich spirit and sociability
3. Developing a strong mind and a sense of morality
4. Cultivating good interpretive skills and appreciation for sports
5. Fostering an ability to keep developing independently

Tsukuba Taiiku• All students must take 2 to 3 years of physical education (PE)• Variety of activities (individual vs. group based) – freshman• Gaining skills – sophomore & junior• “Trim Exercise” class as an alternative for students with disabilities

Trim Exercise• Defined as an approach to improvehealth by sport, medicine, andnutrition, originated in Norway in 1960s• Class size: 2 – 7 students• Each student has different
impairment/disability• Physical disabilities – Cerebral palsy,
ACL injury, etc.
• Psychiatric disabilities – depression,anxiety, etc.

• A student who had a psychiatric disability• Goal setting:

Trim Exercise
Case Study• Wanting to attend in-person classes• Maintaining physical activity• Assessing triggers and interests• Not wanting to be compared• Becomes anxious if somebody is behind• Likes walking, interested in discs• Wants to interact with othersTrim Exercise:
Activities & Evaluations
Activities done in PE class• Walk and talk• Boccia• Flying disc
• Darts

Student Responses• Achieved her goal “attend 80% or more inperson classes”.
• She was glad to attend most of the class• There was a time she fell in crack (got sick) but
recovered quickly• Achieved her goal “take a walk at least
twice a week” during the semester.

• She thought that gave her energy to engage inacademic work

• She was glad to interact with others
without comparing her sport performances

New Sports• Possibly the word that was used inJapan only?
• Non-traditional sports that wasdeveloped late 20th Century• Boccia• Flying disc
• Ground golf
• Pickle ball
• Unihoc Floorball• And more!

New Sports Case Study• Class size – around 40• Once a week, 10 weeks class• Many students who self-identified as “not good at sports”• Identified needs through informal interviews

1. A hard ball is coming towards me – I am scared of volleyball and basketball.
2. Group is nice but should not be too big because I cannot contribute toconversation.
3. Instead of individual activities, I would like to cooperate with others.
4. I do not want to be compared with other students.
5. I would like to contribute to the game.
6. I am not comfortable if the rule is too strict.

Activities• Boccia• Creating teams, team practices, and a tournament• Flying disc
1.
2.
3.
4.
5.

Introduction to flying disc – ways to throw
Throwing accurately
Disc Bingo
Adapted Ultimate games
The game of (real) Ultimate• Addressing the identified needs• Grouping, cooperative activities,

Students Responses: Writing Assignment• At the end of the semester, students were asked to write a shortreflection paper:
PromptWhat did you think about exercise and health through physical education andnew sports classes? Please write about your thoughts from any viewpoint you
can think of, including comparisons with physical education classes you havetaken in the past from elementary school to high school, and the importance of
joint activities with others in the COVID-19 era.

• N=37

Theme 1: Nobody had played New Sports
prior to the class• New sports are not as popular as other major sports. Students liked new
sports because they felt that they were on the same starting line withother students.

• F said: I had never liked sports that required teamwork, but at that time I found themfun. The reason for this was that most of the people around me had never playedboccia or pétanque before, so it was not as if I was the only one who could not playwell. From this point of view, my likes and dislikes in sports may have been influenced
by the difference in performance between me and the people around me.
• D said: In PE classes, students who have experience in the sport dominate the games,and students who had no prior experience of sport are left behind. As a result, thebasic skills of the sport for beginners are often neglected, making it difficult for themto learn the joy of the sport in class. However, since new sports are newer sports …
most of the students who participate in the class are beginners … and the class canfocus on basic rules and techniques for everyone to enjoy the game.

Reduced social comparisons?

Theme 2: You don’t have to worry too muchabout performance• Heavy focus is on performance in Grade School PE classes. New
Sports were different, having a heavier focus on activity engagement.
• H said: When I was in junior high school, there was a skills test for each sport,
and I felt that the emphasis was on "getting good at it.” On the other hand, I
felt that New Sports class was more focused on enjoying sports, and I wasable to enjoy moving my body in a casual and pure way.
• E said: In all of the physical education courses I took from elementary school
to high school, "skills" were the most important thing. A low score in "skills"
often meant a low grade, no matter how well the other objectives of "having
fun" and "staying healthy" were achieved.
Students could focus on activity?

Discussion• Students typically conceptualize their ability by comparing with otherstudents (Xiang et al., 2001). Realization of inferiority in PE can lead todisliking PE (Ikushima, 2021). Nobody had played New Sports before,
and they did not have to feel that they cannot play well.
• Performing in front of others – fear of failure, fear of negativeevaluation leading to decreased efforts and satisfaction (Coudevylle
et al., 2021). New Sports typically do not require difficult skills to play,
and that nature may have helped them engage in the activity, andthat may have led to liking PE.

Discussion
You don’t have toworry too muchabout
performanceStudents could
focus on activity
engagement
Students
becomeliking sports

The Nature of
New Sports
Nobody had
played New
Sports prior tothe classStudents engage
in sports after
they graduate

Reduced social
comparisons

Limitations• Concerns related to students who have high physical abilities• At the beginning of this new sports class, the intensity of the exercise was
low and I felt it was quite insufficient and boring for me. However, as theclass progressed to boccia and flying disc, I began to think that the purpose ofthis exercise was not to increase physical strength but to interact with others,
and the class became a little more enjoyable. From small conversations suchas confirming the rules to sharing the joy of winning a game, I think it was atime when I was able to value communication with others.

Questions?

References• Block, M. E. (1999). Did we jump on the wrong bandwagon? Problems with inclusion in physicaleducation. Palaestra, 15(3), 30–36.
• Coudevylle, G. R., Top, V., Robin, N., Anciaux, F., & Finez, L. (2021). Effect of reported disadvantages on fear of failure inphysical education. Educational Psychology in Practice, 37(3), 251-266.
• Haegele, J. A. (2019). Inclusion illusion: Questioning the inclusiveness of integrated physical education: 2019 national
association for Kinesiology in higher education Hally Beth Poindexter young scholar address. Quest, 71(4), 387-397.
• Haegele, J. A., Hersman, B. L., Hodge, S. R., Lee, J., Samalot-Rivera, A., Saito, M., ... Silva, A. (2017). Students withdisabilities in Brazil, Japan, South Korea and the United States: Implications for inclusion and social justice in physicaleducation. In A. Morin, C. Maiano, C. Lonsdale, & R. Craven (Eds.), Inclusive physical activities: International perspectives(Vol. X, pp. 287–308). Charlotte, NC: Information Age Press.
• Ikushima, Y. (2021). Physical education for children with support needs - difficulty with exercise ≠ dislike of physicaleducation. Tokai Gakuin University Junior College Division Research Bulletin, 47, 7-14.
• Japan Sports Agency. (2018). Action Plan for Increasing the Sports Practice Rate: Toward "Sports in Life". Retrieved from:https://www.mext.go.jp/prev_sports/comp/b_menu/shingi/toushin/__icsFiles/afieldfile/2018/10/02/1408815_01.pdf．
• National Center on Health, Physical Activity and Disability. (2016). Discover Inclusive School Wellness. Birmingham, AL:
National Center on Health, Physical Activity and Disability.
• Qi, J., & Ha, A. S. (2012). Inclusion in physical education: A review of literature. International
Journal of Disability, Development, & Education, 59(3), 257–281.
• Sato, T., Hodge, S. R., Murata, N. M., & Maeda, J. K. (2007). Japanese physical education teachers’ beliefs about teaching
students with disabilities. Sport, Education and Society, 12(2), 211-230.
• Sawae, Y. (2020). Possibilities and Limitations of Inclusive Physical Education. Journal of Physical Education, 36(2), 33-38.
• Xiang, P., Lee, A., & Williamson, L. (2001). Conceptions of ability in physical education: Children and adolescents. Journalof Teaching in Physical Education, 20(3), 282-294.

The 4th Research Forum on University Physical Education in East Asia

February 18th, 2022

Understanding PE Teachers’ Professional
Identity Formation and Implications for
Preservice PE Teacher Education

Junhyuk Park

Euichang Choi

Contents
01 Introduction

02 Methodology

03 Findings

04 Conclusion& Discussion& Implications

Understanding PE Teachers’ Professional Identity Formation and Implications for Preservice PE Teacher Education

Ⅰ. Introduction

Ⅰ. Introduction
Professional Identity Formation(PIF)
Professional Iden.ty Forma.on(PIF)§ Professional Identity Formation process could help form
Professional Identity that could emphasize professionals towork not for themselves, but for the people and the society.
§ PIF is becoming the key goal of teaching professionalism invarious professional education (Cruess et al., 2014; Cruess et al., 2015).

Top issue in professional educaBon(medical educa+on, lawyer educa+on, etc.)“Developing percep+ons and quali+es
for proper professional educa+on”(Cruess, Cruess & Steinert, 2015; Sullivan, 2005; Sullivan et al, 2007)

Journey of forming a fully integrated moral self by assimilating one’s
identity into the professional spirit (Bebeau & Monson, 2012)“Proper professionalism could be imprinted on the mind,
attitude, and body of the prospective professional”

Ⅰ. Introduction
Professional Identity Formation(PIF)

Carnegie Report from Carnegie Foundation
for the Advancement of Teaching§ Personal Dimension(Individual psychological development)§ Collective Dimension(Socialization into a professional community)→ Process that occurs at the same timein both dimensions (Jarvis-Sellinger et al., 2019).

Ⅰ. Introduc,onProfessional Iden4ty(PI) in Other Professions
The task of medical education is to instill the best knowledge, skill andprofessional identity to “Think, Act, and Feel like a doctor” (Cruess et al., 2014).
Research on how nurses form professional identity and how it can be strengthened isthe key for the development of nurses to become real professionals (Johnson et al., 2012).
The concept of professional identity encompasses the multi-faceted developmentthat lawyer education seeks to foster (Hamilton, 2011).

Allows professionals to focus more on moral/ethical aspect (Most overlooked aspect of the professional curriculum)
PIF should be the fundamental goal of professional education (Cooke et al., 2010; Hamilton, 2011).

Ⅰ. Introduction
Professionalism of PE Teachers

PE Teachers

Ability

Disposition(Choi, 2010, Pascual, 2006)§ However, the professionalism of PE teachers remains shallow (mainly dealt with only in terms of ability) (Choi, 2018).
§ Problem in all areas of current Korean PE teacher educa+on (Kim, 2009; Cho & Kim, 2014; Choi, 2009).
Impossible to acquire the ‘whole’ professionalism that PE teachers must have (Choi, 2004a; Korthagen, 2004).

Ⅰ. Introduction
Professional Iden4ty Forma4on of PE Teachers
The process of internalizing values and attitudes as professionals (Cooke et al., 2010).
Implications to PETE
Emphasis on PIF can provide PE teachers with an understanding of
the fundamental value or philosophy of physical education (MacPhail & Lawson, 2020)“Proper PE teacher professionalism could be imprinted on the mind, attitude, and body of PE teachers”

Many PE teachers are not properly equipped with professional identity due to various factors,
so there is a need for PE teachers to form their professional identity properly (Choi, 2011).

Ⅰ. Introduc,onResearch Purpose

A systematic understanding of the PE teachers’ Professional Identity Formation process→ A study for the improvement of pre-/in-service PE teacher education and policy.

Research Questions
111111① What stages do PE teachers experience in the process ofProfessional Identity Formation?
② What are the characteristics of PE teachers’ Professional Identity
Formation process?

Understanding PE Teachers’ Professional Identity Formation and Implications for Preservice PE Teacher Education

Ⅰ. Introduction

Ⅱ. Methodology

Ⅱ. Methodology

Participants

Ⅱ. Methodology

Data Collection
1. Open-ended Survey§ 20 min of online survey§ Preliminary work tounderstand participants
and to make themunderstand the topic▼ Open-ended Survey

2. In-depth Interview§ Semi structured interview§ 1~2 times per person§ 90 min~200 min perinterview

3. Local DocumentsCollected data with various§ PET PI Graph, Teachingmaterial, Documents,
Online material, Books

methods to look deeply into themulti-faceted dimension of
PE teachers’ PI and PIF▼ In-depth Interview Guide
PE Teacher PI Graph

Documents

Online Materials

Books

Ⅱ. Methodology
Data Analysis

Trustworthiness
Triangulation

Description

Member CheckPeer Debriefing(Creswell, 2013)(Wolcott, 1994)

Interpretation

EthicsAnalysis

Followed IRB Regulations
IRB No. 2106/002-004
2021. 05. 28.

Understanding PE Teachers’ Professional Identity Formation and Implications for Preservice PE Teacher Education

1) Process of PIF①PI component②PIF stages
Ⅰ. Introduction2) Characteristic of PIF

Ⅱ. Methodology

Ⅲ. Findings& Discussion① Teacher learning
community② School level③ School type④ Teacher genderⅢ. Findings &Discussion

1) Process of PIF: PI component
Framework of PI Component:: Professional Identity Matrix for Physical Education Teacher(PIMPET)
Quality Dimensions(Choi, 2018)

Task§ Competence : PE teachers’ ability and skill§ Knowledge : PE teachers’ intellect and wisdom§ Disposition : PE teachers’ passion and character

Task Areas

Teaching

Student

Administration

Competence

①

②

③

Knowledge④⑤⑥

Disposition

⑦

⑧

⑨

Quality(Lee, 2019)§ Teaching : Task of instructing PE class

Professional Identity Matrix for Physical Education Teacher(PIMPET)§ Student : Task of taking care of students

PE teachers form their PI fromthe qualities of Competence, Knowledge, and Disposition,§ Administration : Task of managing school taskseach at the area of Teaching, Student, and Administration.

Ⅲ. Findings &Discussion

1) Process of PIF: PIF stages
Framework of PIF Stages :: Bebeau’s Adaptation of Kegan’s Stages of Mental Complexity (Bebeau & Lewis, 2003)§ A framework of PE Teacher Professional
Identity Formation based on Bebeau’s
adaptation of Kegan’s stages of mental
complexity§ 4 Stages and 3 Transition Phases§ Regression : Factors that hinder growth ⬇
§ StagnaAon : Factors that make them complacent ➡
§ Progression : Factors that boost growth ⬆

Ⅲ. Findings &Discussion

1) Process of PIF: PIF stages
PE Teachers’ PIF Stages

Ⅲ. Findings &Discussion

1) Process of PIF: PIF stages
1st Stage : Enduring & Trial-Error

Progression§ Focusing on the areas of Teaching, Student,
and dimensions of Competence, Knowledge.
§ When had the chance to experience quality
pre-service teacher education, this stage isvery short.

Starting Professional Socialization
for the first time at school.
PE teachers encounter various trials& errors during this stage.

Stagnation§ Living without any growth(progression)
effort and self-reflection process.
§ When this situation gets worse, it could leadthem towards regression phase.

Regression§ When they avoid trial & error, they willencounter constant regression.
§ At some point, they will not be able torecover.

Ⅲ. Findings &Discussion

1) Process of PIF: PIF stages
2nd Stage : Adap4ng & Plateau Phenomenon

Progression§ Also focusing on the area of Administration.
§ Also focusing on the dimension of Disposition.

Finding stability as a PE teacher
through steady growth efforts.

Stagnation(Area : Teaching, Student)(Dimension : Competence, Knowledge)(Appearance of plateau phenomenon)§ Satisfied with the adaptation process at
school and living with what they have now.

Regression§ Continuous stagnation/regression will notallow PE teachers to keep pace with thechanging physical education context.

Ⅲ. Findings &Discussion

1) Process of PIF: PIF stages
3rd Stage : Leading & Playing a Key Role

Progression§ Demonstrating teacher leadership.
§ Going outside the school to give influence
more PE teachers.

Having a wholly formed Professional
Identity as a PE teacher.

Stagnation

Playing a pivotal role in school with§ Focusing on other roles or exploring anothercareer path.

the internalized PI.

§ Narrowing down due to the exhaustion ofpassion and energy.

Regression§ Focusing on other roles or exploring anothercareer path.
§ Narrowing down due to the exhaustion ofpassion and energy (end of playing key role).

Ⅲ. Findings &Discussion

1) Process of PIF: PIF stages
4th Stage : Sharing & Giving Guidance

Progression§ Having a steady driving force for growth.

Revealing the wholly formed PI to
the outside world by diverging

Stagnation

outside the school.

§ Having diﬃculty sharing with the outside
world and serving as mentors due to various
reasons.

Serving as a mentor or a role modelto other PE teachers.

Regression§ Narrowing down of activity due to various
reasons which results in regression.

Ⅲ. Findings &Discussion2) Characteristics of PIF
Characteris4c 1. Par4cipa4on in Teacher Learning Community
YES

NO

Abundant humanresources
Sufficient motivation
for growth
Having a solid
foundation

Narrow sight
Exhaustion of passion andenergyCharacteristic 2. School Level
More important ← Importance of PE → Less important

Middle School
High self-esteem as a
PE teacher
Sufficient motivation forgrowthHigh School
Low self-esteem as a
PE teacher
Insufficient motivation forgrowthⅢ. Findings &Discussion2) Characteristics of PIF
Characteristic 3. School Type
Active← School transfers →Public School
Abundant humanresourcesSuﬃcient moYvaYon forgrowthInactive

Private School
Scarce humanresources
Insufficient motivation forgrowthCharacteristic 4. Teacher Gender
Male

FemaleHaving an idenYty as a
‘Mother’Facing less regression andstagnation factors(relatively)

A sense of duty as a
Female PE teacher
Surviving inside the malecentered environment

Ⅲ. Findings &Discussion
Summary : PE Teachers’ PIF Stages

Ⅲ. Findings &Discussion
Summary : Regression-Stagnation-Progression of PE Teachers’ PIF

Ⅲ. Findings &Discussion
Discussion
The concept of “PE Teachers’ Professional Identity Formation”→ Presenting core standards as a ‘whole’ PE teacher, which makes it a core goal of PETE
“Horizontal expansion”“Longitudinal expansion”

Deals with the in-depth andRegression-Stagnation-Progression

implicit dimension of PE

is dynamic and two-way
process, which highlights

teacher’s professionalism

the importance of PETE

Extending the range of PE

Extending the range of PE teacher

teacher education horizontally

education longitudinally

Concept of PE teacher PIF can serve as a core goal of PE teacher education& extend the role of PE teacher education both horizontally and longitudinallyUnderstanding PE Teachers’ Professional Identity Formation and Implications for Preservice PE Teacher Education

Ⅰ. Introduction

Ⅱ. Methodology

Ⅲ. Findings& Discussion

Ⅳ. Conclusion& Implica:ons

Ⅳ. Conclusion &Implications
Conclusion① What stages do PE teachers experience in the process of Professional Identity Formation?
② What are the characteristics of PE teachers’ Professional Identity Formation Process?

< A study to brieﬂy overview PE teachers’ PIF >ü A total of 4 stages
ü 4 representa,ve characteris,cs of Korean PE
teachers inﬂuence the PIF process

Ⅳ. Conclusion &Implications
Implications

1. Emphasis on overall understanding of the characteristics and the stages of professional identity
Content related to PIF could be intensively emphasized in the mandated physical education courses.
(e.g., PE curriculum, PE instruction, PE theory class)

2. Emphasis on the importance of the “Disposition” dimension in shaping professional identity
With the emphasis on development of teaching PE skill and knowledge, emphasis on the positive
formation of disposition dimension (ethics, morality, personality, etc.) should be established, too.
(e.g., PE teacher disposition education class, highlighting PYD, Character or Sportpersonship education)

Ⅳ. Conclusion &Implications
Implications
3. Emphasize efforts to develop professional identity daily through forming pre-service PE teacher
learning community and systematic field training
Supporting the formation and operation of small learning communities and in-service PE teachers’
mentoring program for students throughout the undergraduate years.
(e.g., Pre-service Professional Learning Community for Undergraduate Students, active involvement of inservice PE teachers in educational volunteer etc.)

4. Clearly understand that professional iden.ty is formed systema.cally and gradually througha long-term, step-by-step development process throughout the en.re life as PE teachers
OperaAon of programs linked with college of educaAon/department of physical educaAon/in-service PE
teachers/regional oﬃce of educaAon so that students can prepare and develop throughout their lives
as a PE teacher, starAng all the way from their undergraduate years.

The 4th Research Forum on University Physical Education in East Asia

Q&A
Thank you for listening.

Junhyuk Park

Euichang Choi

February 18th, 2022