This study examines how pre-service physical education teachers, before entering practicum, shape their early professional preparation through reflective writings that draw on peer narratives and school-based observations. Grounded in Heideggerian interpretive phenomenology, the study positions reflection not only as a retrospective practice but also as a future-oriented process that enables candidates to anticipate challenges and envision their professional identities before entering the classroom. Participants were 14 second-year pre-service teachers (seven women, seven men) enrolled in a physical education teacher education program. Each participant was paired with a fourth-year peer completing practicum in one of four application schools, allowing them to learn from interviews and classroom observations. Data were collected in three stagessemi-structured interviews, lesson observations, and written reflections—and analyzed using Braun and Clarke’s reflexive thematic analysis. Findings revealed three main themes: (1) Personal Goals and Learning Objectives, reflecting candidates’ intentions to develop communication, empathy, patience, professional distance, and awareness of student diversity; (2) Awareness of the Practicum Context, highlighting sensitivity to mentor relationships, crowded classrooms, limited resources, and safety concerns, alongside expectations for both autonomy and constructive feedback; and (3) Pedagogical Preparation Strategies, including lesson planning, time management, classroom management, and creative instructional design solutions. Together, these themes show that candidates construct professional preparation around personal values, contextual awareness, and strategic pedagogical thinking prior to direct teaching experience.
Yağmur Güler (Sun,) studied this question.