Yes, we can play games differently: Socialisation of PETE teachers

This paper investigated the educators’ perspective of the effects of socialisation on physical education teacher education (PETE) students’ confidence and competence in using the less traditional Teaching Games for Understanding (TGfU) approach to teaching physical education. A critical review of pertinent literature was conducted to allow for a deeper understanding of both the TGfU approach and concept of socialisation. From an educators’ perspective, it was revealed that many PETE students do not understand what the TGfU approach is until they are exposed to it during their university course. While students were receptive to TGfU and enjoyed using it at university, this did not translate to them using it on their school teaching experiences. This was predominantly attributed to their colleague teachers (CT) not providing examples of TGfU in practice in a school setting. CTs were found to mostly use traditional approaches and to encourage pre-service teachers to do the same, therefore making it difficult for them to introduce alternative teaching approaches such as TGfU. This is problematic in light of research also revealing that pre-service teachers regarded their practicums as the most valuable experiences in their teacher preparation.