Physical education preservice teachers' conceptions of caring

The purpose of this study was to examine prospective physical education teachers' conceptions of caring during their student teaching experiences. This study was conducted through a qualitative research design that included semi-structured interviews, field observations, and document analysis. Four student teachers (1 male and 3 females) from physical education teacher education (PETE) programs at two universities participated in this study. A methodological triangulation among interview data and field observations allowed the data sources to be cross-checked and analyzed by constant comparative analysis for common themes. The student teachers' conceptions of caring were categorized into pedagogical caring and interpersonal relationships. The participants commonly reported that showing pedagogical concerns by tailoring the lessons to the diverse needs of their students was an important concept of caring. They perceived that teaching and being accountable for the learning outcomes of their students were major caring roles. Establishing interpersonal relationships with students by sharing personal issues and showing respect for the students was another noted concept. However, the demonstration of pedagogical concern emerged as a salient feature of caring rather than interpersonal relationships. Lack of time, the specialist teacher status, tensions between care and control emerged as barriers to enactment of caring. Meanwhile, a sense of professionalism, caring role model, and exposure to diverse educational settings were identified as facilitators to caring.