Newly qualified physical education teachers’ experiences of developing subject knowledge prior to, during and after a Postgraduate Certificate in Education course

Abstract

Office for Standards in Education (OFSTED) inspections of secondary Postgraduate Certificate in Education (PGCE) physical education courses in England between 1996 and 1998 (OFSTED, 1999) were critical of student teachers' subject knowledge. The purpose of this study was to investigate the development of subject knowledge and influences on the development of that subject knowledge in a sample of three newly qualified teachers (NQTs) who had completed a PGCE physical education course in England. The research comprised semi-structured interviews and analysis of documentation. Among these three NQTs there were some similarities, but more differences in terms of the development of subject knowledge as well as different influences on the development of subject knowledge. These results suggest that teacher educators may need to be flexible in how they approach and support the development of student teachers' subject knowledge. Results also suggest that teacher educators should work more closely with colleagues teaching sports-related undergraduate degree courses to support the development of subject knowledge for those students who wish to progress to a PGCE physical education course.