Abstract:

This qualitative research focuses on pre-service teacher development through student leadership chapters at a Canadian post-secondary institute in Ontario Canada. The study used a case study approach, collecting data through focus groups, an anonymous online survey and semi-structured interviews to capture the lessons learned by pre-service teachers in physical education, as they reflectively analysed the effectiveness of being part of a student leadership chapter. The purpose of this chapter is to examine the knowledge mobilization of pre-service teachers studying physical education in a Canadian university. The Ontario Tech University PHE Canada Student Chapter, was the first of its kind at any Canadian university, a student executive affiliated with our national association Physical and Health Education Canada. As researchers, we examined the in situ learning of these pre-service teacher candidates as they took roles to augment their own learning via additional professional development, in-school experiences, and leadership roles, including budgeting, event organization and reflection through regular chapter meetings. The inaugural leadership team (2022), designed and brought to life by a group of dedicated teacher candidates, has not only created meaningful physical education teacher education, but has also left an indelible mark on the educational landscape for PETE in Canada. Results of this research indicate evidence of their success, there are now ten other Canadian universities following their lead and establishing PHE Canada Student Chapters. In addition, student and associate teacher comments clearly provided rich qualitative data showing that their level of competence and confidence was higher than students who had not participated in the leadership group. As an affiliate of PHE Canada, the chapter advocates for the highest standards in Health and Physical Education, and focuses on connecting teacher candidates with the broader national Health and Physical Education community. The journey of the chapter has been inspiring, not only for Ontario Tech students, but by creating a national presence in Canadian PHE and leading the way as a model for other university faculties of education to create their own unique local chapters. Using qualitative methods, focus groups and semi-structured interviews, this paper follows the journey of these early stage teachers, with the process now in its third generation, as they become effective knowledge mobilizers across the country.

Keywords:

Pre-service, Teacher Development, Physical Education.