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May 16, 2026Open Access

Gender Perspective in Initial Physical Education Teacher Education: Barriers, Tensions, and Challenges in the Planning and Implementation of the Practicum. A Systematic Review

Key Points

The review aims to identify barriers, tensions, and challenges faced by pre-service physical education teachers in integrating gender perspectives during their education.
Systematic review conforming to PRISMA 2020 guidelines.
Focus on empirical studies related to gender experiences and challenges in PETE contexts.
Electronic searches conducted in multiple databases including Web of Science and Scopus.
Expected findings will highlight various institutional and curricular barriers.
Anticipated insights may reveal the necessity for inclusive practices in teacher education.
Findings could contribute to improvements in gender-equitable teacher education programmes.

Abstract

This protocol outlines a systematic review aimed at identifying the barriers, tensions, and challenges faced by pre-service physical education teachers when integrating a gender perspective during their initial teacher education and preparation for practicum experiences. The review follows the PRISMA 2020 guidelines and focuses on empirical studies examining gender-related experiences, beliefs, institutional barriers, curricular tensions, and pedagogical challenges within Physical Education Teacher Education (PETE) contexts. Electronic searches will be conducted in Web of Science, Scopus, SPORTDiscus, and ProQuest. Findings are expected to contribute to curriculum development and the promotion of more inclusive, critical, and gender-equitable teacher education programmes.

Gender Perspective in Initial Physical Education Teacher Education: Barriers, Tensions, and Challenges in the Planning and Implementation of the Practicum. A Systematic Review

Key Points

Abstract

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