The promise and limits of communities of practice for preservice teachers’ epistemological beliefs

This study explores how the school placement year in a Physical Education Teacher Education (PETE) program, designed with the intention of fostering Communities of Practice (CoPs), may influence preservice teachers’ (PSTs) epistemological beliefs (EBs). Eleven PSTs participated in a longitudinal case study, with data collected through focus groups, reflective logs and observations. Findings indicate that CoPs can foster sophisticated EBs, where peer and teacher collaboration help PSTs view knowledge as contextual and co-constructed, shifting towards flexible teaching conceptions aligned with the contemporary PE curriculum. However, hierarchical dynamics and the evaluative role of supervisors constrained epistemological growth, limiting opportunities for autonomy and innovation. The study highlights the potential of CoPs to support PSTs’ professional development while underscoring structural challenges that may hinder their transformative role.