# The system and characteristics of teacher beliefs of preservice physical education teachers in China: a qualitative approach

## TL;DR

This study explores the beliefs of future physical education teachers in China, identifying key components and how these beliefs evolve over time.

## Contribution

The study introduces a dynamic system of preservice teachers' beliefs in China, structured through grounded theory.

## Key findings

- Three core categories of beliefs were identified: professional cognition, emotional experience, and behavioural disposition.
- The belief system is dynamic and can be divided into different developmental phases.
- Findings offer insights for teacher educators to improve training programs.

## Abstract

A qualitative study based on grounded theory was carried out to analyse the system of teacher beliefs of preservice physical education teachers (PPETs) in China. The study aimed to understand the components and characteristics of PPETs’ beliefs in current China and a total of 25 participants from three Physical Education Teaching Education (PETE) programs in three different types of universities participated in this study. The data were collected through semi-structured interviews. There were three core categories identified, (1) professional cognition and (2) emotional experience and (3) behavioural disposition. Professional cognition comprises four components including curriculum comprehension, understanding of PE learning, teacher cognition and cognition of the teaching process. Emotional experience comprises three components including initial emotions, emotional development and emotional sublimation. Behavioural disposition comprises three components including behavioural experience of the vocation, behavioural choice of the vocation and future plans. It is also found the system of PPETs’ beliefs is dynamic and can be divided into different phases. The findings contribute to the theoretical understanding of PPETs’ beliefs and some suggestions for teacher educators are provided.