An important process for teachers is shaping professional identity. Using narrative approaches to examine complexities of teaching and learning can be beneficial in both performing and understanding this shaping process. For teachers to develop a positive professional identity, they need to perceive that others view them as possessing those characteristics of a quality teacher and need to perceive that others view them as embodying the characteristics (Korthagen, 2004). Researching identity development of Health/Physical Education (HPE) preservice teachers as well as HPE teachers with various years of experience may provide insight regarding shaping teacher identity.
One key aspect is to look at how history has influenced Physical Education status and what can be done to increase PE status as an academic core discipline. By looking at how and why PE has been marginalized, as well as what can be done to decrease marginalization, is key to avoiding further devaluation of PE and its potential removal from the curriculum.
Fadale, C. and Powell, P. (2017), "Health, Physical Education Content, and Teacher Knowledge/Identity", Crossroads of the Classroom (Advances in Research on Teaching, Vol. 28), Emerald Publishing Limited, Bingley, pp. 157-171. https://doi.org/10.1108/S1479-368720160000028014
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