Who Wants To Be a Physical Education Teacher? Identity Development

Purpose : This article delves into analyzing professional identity development among Israeli physical education preservice teachers (PSTs), examining shifts in training programs mandated by the Ministry of Education. Method : One hundred and twenty-three physical education PSTs in three different years answered a validated teacher’s professional identity questionnaire. Two-way analysis of variance was used to detect significant differences between subgroups. Results : Analysis revealed variations among PSTs based on an academic year, with third-year students showing higher levels of commitment and identity. Discussion/Conclusion : The results trace how identity evolves dynamically over 3 years, emphasizing how interactions with stakeholders shape and underscore the importance of these early stages in fostering future professional competence and values, underlining the significance of gradual training. We suggest that teacher educators should acknowledge this dynamic process and consistently support PSTs throughout their training.