An Ecological Perspective on Physical Education Teacher Education: Lessons Learned From Novice Teachers’ Perceptions and Experiences

This study aimed to explore the ecology of teacher preparation, specifically focusing on preservice teachers’ development and teaching practices throughout their experience in a physical education teacher education (PETE) program. Using a qualitative case study design, participants included four novice physical education teachers. Data were collected through semistructured interviews, critical incident timelines, structured observations, and artifacts. Results are presented according to the five systems of Bronfenbrenner’s ecological systems theory, including: PETE coursework as a foundation, the importance of involvement outside of PETE, the crucial links between PETE and community, the negligible influence of negative factors, and the dynamic process of teacher education. The findings of the study demonstrate how various ecological systems within a PETE program contribute to preservice teachers’ development. The study suggests that PETE programs could enhance their curriculum by fostering interactions across different ecological systems to optimize preservice teachers’ learning and professional readiness.