School placement experience: the impact and the first contacts of the physical education preservice teacher
Abstract
This study aims to describe and interpret the preservice teachers’ expectations, as well as the impact and first contacts they went through and its influence over the development of their identity as teachers. Semi-structured interviews were taken of twelve preservice teachers of the Faculty of Sport, University of Porto, which were recorded, transcribed and underwent content analysis through the use of Nvivo 9. Data revealed that preservice teachers understand the learning expectations as more relevant; that they perceive their faculty supervisor as more important for his assessment role; that the negative experiences, such as insecurity and anguish face the demands of teaching, are the most striking; and that they have a hard time idealizing their professional identity as teachers.
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