The qualitative research study explored in this chapter took place in a physical education teacher education program at a large public university in Puerto Rico. Study findings are relevant for similar programs in the United States. The research questions guiding the chapter are: (1) What can physical education teacher candidates do to help promote community health awareness? (2) What does transformational learning look like for physical education teacher candidates in a physical education teacher education program? (3) From the point of view of the university instructor, what are the challenges training physical education teacher candidates to promote health awareness? Data collection sources include: The researcher's journal, informal conversations with physical education teacher education university colleagues from different institutions, alumni questionnaire responses, electronic communications with 11 physical education teacher education program graduates, and documents (e.g., the National Association for Sports and Physical Education Standards, and the Physical Education Teacher Education Standards). The authors draw on transformational learning theory as a framework to inform the study, and narrative analysis plays a central role reporting study findings. The chapter includes the following sections: a theoretical framework section discussing how transformational learning theory informs the study; a relevant literature section that provides the definition, benefits, and connection with concepts such as physical activity, community health, and effective teaching in physical education; a qualitative methodology section that describes the study setting and participants; data collection sources and data analysis procedures; a study findings section that is organized by research questions; an implications for practice section; and conclusion.
Cultivating Agentic Teacher Identities in the Field of a Teacher Education Program
