Seeks to understand how becoming a physical education teacher is shaped by personally and socially constructed knowledge and is affected by the rules and resources of the structural systems in which physical education teacher education takes place. The data suggests that during the process of constructing professional knowledge the students experience a series of dilemmas of professional self-identity. These must be worked through until a position of ontological security has been achieved
Notes
Submitted to the School of Social and Cultural Studies in Education of the Faculty of Education, Deakin University