Factors influencing the choice to study Physical Education Teaching:a qualitative study
DOI:
https://doi.org/10.19083/ridu.2025.2178Keywords:
Identity construction, vocational choice, sports experience, teacher education, motivationAbstract
Introduction: Choosing to study Physical Education Teacher Education is a complex process shaped by personal experiences, intrinsic motivations, and contextual conditions that contribute to the construction of a teacher’s professional identity during initial training. Objective: To understand the factors influencing the vocational decision-making of students at the beginning of their training in this degree programme. Methods: A qualitative approach was employed with a purposive sample of 80 first-semester students from a public university in the Valparaíso region, Chile. Data were collected through an online survey consisting of six open-ended questions validated by experts and analysed using a hybrid reflexive thematic analysis. Results: Six key factors were identified: family support, which provides emotional security and legitimises the decision; sporting experience, which fosters affinity and a sense of belonging; the direct influence of Physical Education teachers, associated with guidance and mentoring; and indirect influence, linked to observing teaching practice as a meaningful role model. In addition, negative school experiences emerged, which in some cases became a source of motivation to challenge and transform pedagogical practices perceived as inadequate. Discussion: Teaching vocation emerges as a dynamic process that is associated with the enjoyment of teaching and working with children. Career choice reflects a progressive identity construction in which personal trajectories, significant role models, and affective experiences converge to shape one’s identity. It is recommended that teacher education institutions strengthen vocational guidance and provide reflective spaces during the early stages of initial teacher education.
References
Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. Routledge. https://doi.org/10.4324/9781410617286
Alvariñas-Villaverde, M., Domínguez-Alonso, J., Pumares-Lavandeira, L., & Portela-Pino I. (2022). Initial motivations for choosing teaching as a career. Frontiers in Psychology, 13:842557. https://doi.org/10.3389/fpsyg.2022.842557
Amerstorfer, C., & Freiin von Münster-Kistner, C. (2021). Student perceptions of academic engagement and student-teacher relationships in problem-based learning. Frontiers in Psychology, 12, 713057. https://doi.org/10.3389/fpsyg.2021.713057
Bandhu, D., Mohan, M., Nittala, N., Jadhav, P., Bhadauria, A., & Saxena, K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. Acta Psychologica, 244, 104177. https://doi.org/10.1016/j.actpsy.2024.104177
Barrera, M., & Hinojosa, C. (2020). Incidencia del proceso de la práctica profesional en las dimensiones de la formación docente de estudiantes de pedagogía en educación física. Pensamiento Educativo, 54(2), 1–15. https://doi.org/10.7764/PEL.54.2.2017.8
Bastías-Bastías, L., & Iturra-Herrera, C. (2022). La formación inicial docente en Chile: Una revisión bibliográfica sobre su implementación y logros. Revista Electrónica Educare, 26(1), 1–22. https://doi.org/10.15359/ree.26-1.13
Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8–14. https://doi.org/10.1016/j.npls.2016.01.001
Beni, S., Fletcher, T., & Ní Chróinín, D. (2016). Meaningful experiences in physical education and youth sport: A review of the literature. Quest, 69(3), 291–312. https://doi.org/10.1080/00336297.2016.1224192
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Braun, V., Clarke, V., Boulton, E., Davey, L., & McEvoy, C. (2020). The online survey as a qualitative research tool. International Journal of Social Research Methodology, 24(6), 641–654. https://doi.org/10.1080/13645579.2020.1805550
Cañete, R., Guilhem, D., & Brito, K. (2012). Consentimiento informado: algunas consideraciones actuales. Acta Bioethica, 18 (1), 121-127. https://dx.doi.org/10.4067/S1726-569X2012000100011
Casey, A., & Kirk, D. (2020). Models-based practice in physical education (1st ed.). Routledge. https://doi.org/10.4324/9780429319259
Castillo-Retamal, F., Almonacid-Fierro, A., Castillo-Retamal, M., & Bássoli de Oliveira, A. (2020). Formación de profesores de educación física en Chile: una mirada histórica. Retos, 38, 317–324. https://doi.org/10.47197/retos.v38i38.73304
Cheung, P. (2019). Teachers as role models for physical activity: Are preschool children more active when their teachers are active? European Physical Education Review, 26(1), 101-110. https://doi.org/10.1177/1356336X19835240
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
Dietrich, J., & Kracke, B. (2009). Conductas parentales específicas de la carrera profesional en el desarrollo de los adolescentes. Journal of Vocational Behavior, 75 (2), 109–119. https://doi.org/10.1016/j.jvb.2009.03.005
Fernández, C., Tripailaf, C., & Arias, K. (2022). Desafíos de la educación emocional en el sistema educativo escolar chileno. Revista de Estudios y Experiencias en Educación, 21(47), 272–286. https://doi.org/10.21703/0718-5162202202102147015
Fernández-Gavira, J., Castro-Donado, S., Medina-Rebollo, D., & Bohórquez, M. R. (2022). Development of emotional competencies as a teaching innovation for higher education students of physical education. Sustainability, 14(1), 300. https://doi.org/10.3390/su14010300
Fierro-Saldaña, B. (2024). Análisis del currículo de educación física en Chile: una mirada hacia la inclusión del estudiantado. Retos, 56, 941–948. https://doi.org/10.47197/retos.v56.103946
Flick, U. (2018). Introducción a la investigación cualitativa. (4ª edición). Editorial Morata.
Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219–232. https://doi.org/10.1016/j.tate.2005.09.002
Fokkens-Bruinsma, M., & Canrinus, E. (2014). Motivation for becoming a teacher and engagement with the profession: Evidence from different contexts. International Journal of Educational Research, 65, 65–74. https://doi.org/10.1016/j.ijer.2013.09.012
Fryling, M., Johnston, C. & Hayes, L. (2011). Understanding observational learning: An Interbehavioral Approach. Analysis of Verbal Behavior, 27, 191–203. https://doi.org/10.1007/BF03393102
García-Poyato, J., Cordero, G., & Torres, R. (2018). Motivaciones para ingresar a la formación docente. Revisión de estudios empíricos publicados en el siglo XXI. Perspectiva Educacional, 57(2). https://doi.org/10.4151/07189729-Vol.57-Iss.2-Art.727
Garner, P. (2010). Emotional competence and its influences on teaching and learning. Educational Psychology Review, 22(3), 297–321. https://doi.org/10.1007/s10648-010-9129-4
Gil-del Pino, C., & García-Segura, S. (2019). Influencia de las expectativas de familias y profesorado en el logro educativo y social de los estudiantes. Educação e Pesquisa, 45. https://doi.org/10.1590/s1678-4634201945214529
Gómez, H., & Castillo, S. (2019). Representaciones en torno a la elección de la docencia desde el discurso de las familias y el estudiantado de Pedagogía. Revista Educación, 43(1), 483–495. https://doi.org/10.15517/revedu.v43i1.28509
González, Á., Lobos, C., & Acosta, K. (2023). Motivaciones y percepciones que iciden en la elección de la carrera pedagógica en estudiantes chilenos. Revista Complutense de Educación, 34(2), 253-263. https://doi.org/10.5209/rced.77342
Goodyear, V., Parker, M., & Casey, A. (2019). Social media and teacher professional learning communities. Physical Education and Sport Pedagogy, 24(5), 421–433. https://doi.org/10.1080/17408989.2019.1617263
Htang, L. K. (2019). Motivations for choosing teaching as a career: teacher trainees’ perspective from a Myanmar context. Journal of Education for Teaching, 45(5), 511–524. https://doi.org/10.1080/02607476.2019.1674561
Jalal, R., & Hussein, T. (2023). Assessing the validity of experts’ value judgment over research instruments. Zanco Journal of Human Sciences, 27(5), 324–343. https://doi.org/10.21271/zjhs.27.5.21
Kalyar, M., Ahmad, B., & Kalyar, H. (2018). Does teacher motivation lead to student motivation? The mediating role of teaching behavior. Educational Studies Moscow, (3), 91-119. https://doi.org/10.17323/1814-9545-2018-3-91-119
Kårhus, S. (2010). Teacher education in physical education: What do teachers need to know? Physical Education and Sport Pedagogy, 15(3), 227–241. https://doi.org/10.1080/17408980903150139
Keats, D. (2009). Entrevista: guía práctica para estudiantes y profesionales (1ª ed.). Editorial Mc Graw-Hill.
Kern, B., & Patton, K. (2024). Continuing professional development in physical education: future directions and lessons learned. Kinesiology Review, 13(2), 186-196. https://doi.org/10.1123/kr.2024-0006
Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114–129. https://doi.org/10.1016/j.cedpsych.2011.01.002
Kniveton, B. (2004). The Influences and motivations on which students base their choice of career. Research in Education, 72(1), 47-59. https://doi.org/10.7227/RIE.72.4
Krause, J. M., & O’Neil, K. (2024). The impact of role models and experiences on physical education teacher education students’ technological, pedagogical, and content knowledge. Physical Educator, 81 (4). https://doi.org/10.18666/tpe-2024-v81-i4-11748
López, I. (2023). Análisis de la percepción de estudiantes y docentes sobre propuestas de educación física en torno al arte contemporáneo: un estudio de caso. Retos, 49, 260 -269. https://doi.org/10.47197/retos.v49.98182
Marstrander, C.E., & Aggerholm, K. (2023). Practising in physical education: a phenomenologically grounded study of student experiences. Sport, Education and Society, 29(9), 1041–1055. https://doi.org/10.1080/13573322.2023.2265384
Matus-Castillo, C., Serra, P., Soler, S., Vilanova, A., Flores-Rivera, C., Knijnik, J., & Luna-Villouta, P. (2023). Creencias y prácticas sobre la perspectiva de género en el profesorado de pedagogía en educación física en Chile. Retos, 47, 969–977. https://doi.org/10.47197/retos.v47.96869
Mayring, P. (2000). Análisis de contenido cualitativo. Forum Qualitative Sozialforschung Forum: Investigación social cualitativa, 1 (2). https://doi.org/10.17169/fqs1.2.1089
McGaha, P., & Barney, D. (2014). Why teach pe? Factors that affect students’ decisions to teach physical education. Asian Journal of Physical Education & Recreation, 19, (1), 14-25. http://hdl.lib.byu.edu/1877/3884
Mizala, A., Hernández, T., & Makovec, M. (2011). Determinantes de la elección y deserción en la carrera de pedagogía. Proyecto FONIDE N° F511059. Centro de investigación avanzada en educación (CIADE). Universidad de Chile.
Mizala, A., & Ñopo, H. (2011). Teachers’ salaries in Latin America: how much are they (under or over) paid? IZA Discussion Paper No. 5947. https://ssrn.com/abstract=1922019
Mujica, F. (2019). Análisis crítico de la formación actitudinal en la asignatura de educación física y Salud en Chile. Revista de Estudios y Experiencias en Educación, 18(38), 151–166. https://doi.org/10.21703/rexe.20191838mujica9
Mujica, F., & Orellana, N. (2018). Autopercepción de la vocación en docentes de educación física escolar en Chile. CPU-e Revista de Investigación Educativa, 27, 203–229. https://doi.org/10.25009/cpue.v0i27.2563
OECD (2021). Teachers and Leaders in Vocational Education and Training. OECD Reviews of Vocational Education and Training. OECD Publishing. https://doi.org/10.1787/59d4fbb1-en
Ow, M., & Madrid, A. (2018). Formación inicial docente en competencias para el siglo XXI y pedagogías para la inclusión en América Latina. Análisis comparativo de siete casos nacionales. OREAL/UNESCO.
Palinkas, L., Horwitz, S., Green, C., Wisdom, J., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
Patton, K., & Parker, M. (2017). Teacher education communities of practice: More than a culture of collaboration. Teaching and Teacher Education, 67, 351–360. https://doi.org/10.1016/j.tate.2017.06.013
Peña-Troncoso, S., Toro-Arévalo, S., Vega-Ramírez, J., Gallardo-Fuentes, F., & Pazos-Couto, J. M. (2023). A look at the interconnection of dimensions of knowledge in physical education teacher training in Chile. International Journal of Environmental Research and Public Health, 20(4), 3249. https://doi.org/10.3390/ijerph20043249
Pereda, M., Schilling, C., & Carvalho, R. (2022). Motivations for entering a physical education teacher training program in Chile. Journal of Physical Education, 33(1). https://doi.org/10.4025/jphyseduc.v33i1.3330
Ramírez, E. (2015). Estudio comparado sobre formación de maestros en perspectiva supranacional: los casos de Alemania, Francia, Italia y España. Tendencias Pedagógicas, 25, 35–56. https://doi.org/10.15366/tp2015.25.004
Richards, K., & Padaruth, S. (2017). Motivations for pursuing a career in physical education: the rise of a fitness orientation. Journal of Physical Education, Recreation & Dance, 88(4), 40–46. https://doi.org/10.1080/07303084.2017.1280438
Richmond, G., Juzwik, M. M., & Steele, M. D. (2011). Trajectories of teacher identity development across institutional contexts: Constructing a narrative approach. Teachers College Record, 113(9), 1863-1905. https://doi.org/10.1177/016146811111300907
Robles, P. & Rojas, M. del C. (2015). La validación por juicio de expertos: dos investigaciones cualitativas en lingüística aplicada. Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas, 9 (18), 124-139. https://doi.org/10.26378/rnlael918259
Saiz-González, P., Iglesias, D., Coto-Lousas, J., & Fernandez-Rio, J. (2025). Exploring pre-service teachers’ negative memories of physical education. Espiral. Cuadernos del Profesorado, 18(37), 47-59. https://doi.org/10.25115/ecp.v18i37.10033
Schilling, C., Gajardo-Asbún, K., & Alaluf, L. (2019). Construcción de intereses vocacionales de estudiantes que participan de un programa para continuar estudios de pedagogía. Formación Universitaria, 12(5), 91–100. https://doi.org/10.4067/s0718-50062019000500091
Schilling-Lara, C., Sánchez-Quiroz, A., Quintana-Moya, L., Rojas-Román, M., Villanueva-Carrasco, E., Sepúlveda-Cofré, A., Valenzuela-Muñoz, M., Morales-Palma, C., & Castillo-Retamal, F. (2023). Cambios en el currículum de la educación física chilena: voces desde el territorio. Revista Ciencias de la Actividad Física UCM, 24(2), 1-15. https://doi.org/10.29035/rcaf.24.2.1
Şerbănescu, L., & Popescu, T. (2014). Motivation for the teaching career. Procedia, Social and Behavioral Sciences, 127, 691–695. https://doi.org/10.1016/j.sbspro.2014.03.337
Shanmuganathan-Felton, V., Felton, L., & Jowett, S. (2022). It takes two: The importance of the coach-athlete relationship. Frontiers for Young Minds, 10, 676115. https://doi.org/10.3389/frym.2022.676115
Sharif, T., Upadhyay, D., & Ahmed, E. (2016). Motivational factors influencing teaching (FIT) as a career: An empirical study of expatriate teachers in the Emirates. The Journal of Developing Areas, 50(6), 209–225. [enlace sospechoso eliminado]
Singh, P. (2021). The role of teachers in motivating students to learn. TechnoLearn An International Journal of Educational Technology, 11(1). https://doi.org/10.30954/2231-4105.01.2021.6
Swain, J., (2018). A hybrid approach to thematic analysis in qualitative research: Using a practical example. In Sage Research Methods Cases Part 2. SAGE Publications. https://doi.org/10.4135/9781526435477
Taylor, S., & Bogdan, R. (2000). Introducción a los métodos cualitativos de investigación (3ª ed.). Editorial Paidos.
Tinning, R. (2009). Pedagogy and Human Movement: Theory, practice, research (1st ed.). Routledge. https://doi.org/10.4324/9780203885499
Tong, A., Sainsbury, P., & Craig, J. (2007). Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. International Journal for Quality in Health Care, 19(6), 349–357. https://doi.org/10.1093/intqhc/mzm042
UNESCO. (2006). Strategic framework for teacher education and professional development. United Nations Educational, Scientific and Cultural Organization. https://files.eric.ed.gov/fulltext/ED497053.pdf
Vaillant, D., & Marcelo, C. (2021). Formación inicial del profesorado: Modelo actual y llaves para el cambio. REICE. Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educación, 19(4). https://doi.org/10.15366/reice2021.19.4.003
Wang, C., & Ha, A. (2008). The teacher development in physical education: A review of the literature. Asian Social Science, 4(12), 3-13. https://doi.org/10.5539/ass.v4n12p3
Wang, W., & Wang, Z. (2022). Why choose a career in teaching? Exploring motivational factors that influence the decision to teach. British Journal of Guidance & Counselling, 51(1), 46–57. https://doi.org/10.1080/03069885.2022.2040003
Wang, X. (2023). Exploring positive teacher–student relationships: The synergy of teacher mindfulness and emotional intelligence. Frontiers in Psychology, 14, 1301786. https://doi.org/10.3389/fpsyg.2023.1301786
Watt, H., & Richardson, P. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice Scale. Journal of Experimental Education, 75(3), 167–202. https://doi.org/10.3200/JEXE.75.3.167-202
Whiston, S. C., & Keller, B. K. (2004). The influences of the family of origin on career development: A review and analysis. The Counseling Psychologist, 32(4), 493-568. https://doi.org/10.1177/0011000004265660
Yıldırım, H., & Gürpınar, B. (2023). Physical education teachers’ opinions on character education and its practices. Education and Science, 48(214), 219-248. https://doi.org/10.15390/EB.2023.11749
Zhang, T. (2021). Physical education teacher motivation: A conceptual review and reconceptualisation. Review of Education, 9(3), e3301. https://doi.org/10.1002/rev3.3301
Zhou, T. (2024). The role of pre-service physical education teachers in physical education - A bibliometric and systematic review. Heliyon, 10(7), e28702. https://doi.org/10.1016/j.heliyon.2024.e28702
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Fernando Barraza - Gómez, Macarena Hurtado - Guerrero, Claudio Hinojosa - Torres
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
