Abstract:
This study explores the rethinking of physical education teacher education in a South African
higher education institution. Using students’ reflections from a Physical Education (PE) practical
module, valuable insights into their experiences were obtained about the current pedagogical
approaches in PE as well as potential areas for improvement. The traditional teaching model of PE
is based on the idea of teaching students a variety of sports and physical activities. However, this
model has been shown to be ineffective in promoting lifelong physical activity. The modern world
demands a more holistic approach to health and wellness. Data were collected using an arts-based
collage method in combination with written reflections from a group of 139 second-year
undergraduate PE students. Thematic analysis was undertaken to gain a comprehensive
understanding of the data and extract a broad perspective of the students’ experiences. The study
aimed to empower student teachers to learn, think, and act creatively within the many educational
models that impact their experiences, contributing to the ongoing efforts of rethinking PE teacher
education in South African higher education. This research is significant as the students’ valuable
insights reflected that they could think and work across disciplines. The Sustainable Development
Goals (SDGs) proposed by the United Nations and graduate attributes are important concepts that
can contribute to student preparation. Using a multi-model educational approach based on cultural-historical theory, higher education institutions can help to develop graduate attributes that could adequately prepare students for success in the workplace and life.
