Seeing is believing: primary generalist pre-service teachers’ observations of physical education lessons in Ireland and Switzerland.

Primary generalist pre-service teachers (PSTs) rarely have opportunity to observe teachers
teaching authentic physical education lessons let alone reflect with the teachers, their lecturer
or their peers following the lesson. Observation of, and reflection on, quality lessons can
have a powerful influence on shaping the PSTs’ soon-to-be-teachers’ professional identities
and can also help them to develop reflective and critical thinking skills. A qualitative
framework utilising critical incidents, described as ‘events identified by student teachers as
significant in making progress toward becoming a better teacher’ (Schempp, 1985: p.159)
guided the PSTs’ observations in this study. One primary physical education initial teacher
educator (PEITE) and four PSTs, from Ireland, participated in the study and data comprised
of a planning discussion, 40 critical incident observations of ten lessons in two European
countries and two reflective discussions. Each set of observations was followed by a group
discussion to provide opportunity for reflection-on-action (Schön, 1983). Examination of the
data showed that PSTs extended their understanding of professional practice in: questioning
and demonstrating; inclusion; organisation and management; and feedback and were
surprised that practice in both countries was more similar than different. Critical incidents
were a useful method of focusing reflections for the PSTs and the opportunity to engage in
the process of observing, and reflecting on, quality lessons impacted the PSTs’ perceptions
towards becoming better teachers.
Keywords: Critical incidents; reflection;