Becoming a Teacher Educator: Legitimate Participation and the Reflexivity of Being Situated

My entry to, and development in, physical education teacher education (PETE) is mapped to Lave and Wenger’s (Situated learning: legitimate peripheral participation. Cambridge University Press, Cambridge, 1991) concept of legitimate peripheral participation (LPP). The intention is to encourage physical education teacher educators to consider utilising the concept of LPP to guide self-study that explores the extent to which their learning trajectory enhances or inhibits the move towards full participation in a PETE community of practice (whatever that is determined to be). The chapter examines the experiences and challenges faced as I strove towards investing in a professional PETE community that resided within a university department.