Rethinking physical education teacher education in a South African higher education institution

Abstract

This study explores the rethinking of physical education teacher education in a South African higher education institution. Using students’ reflections from a Physical Education (PE) practical module, valuable insights into their experiences were obtained about the current pedagogical approaches in PE as well as potential areas for improvement. The traditional teaching model of PE is based on the idea of teaching students a variety of sports and physical activities. However, this model has been shown to be ineffective in promoting lifelong physical activity. The modern world demands a more holistic approach to health and wellness. Data were collected using an arts-based collage method in combination with written reflections from a group of 139 second-year undergraduate PE students. Thematic analysis was undertaken to gain a comprehensive understanding of the data and extract a broad perspective of the students’ experiences. The study aimed to empower student teachers to learn, think, and act creatively within the many educational models that impact their experiences, contributing to the ongoing efforts of rethinking PE teacher education in South African higher education. This research is significant as the students’ valuable insights reflected that they could think and work across disciplines. The Sustainable Development Goals (SDGs) proposed by the United Nations and graduate attributes are important concepts that can contribute to student preparation. Using a multi-model educational approach based on cultural–historical theory, higher education institutions can help to develop graduate attributes that could adequately prepare students for success in the workplace and life.