# Exploring the relationship between Chinese physical education student teachers’ teacher identity and their interactions with cooperating teachers

## TL;DR

This study shows that interactions between student teachers and cooperating teachers during training strongly influence the development of teacher identity in physical education.

## Contribution

The study applies Interaction Ritual Chain theory to explore how specific interaction dimensions influence teacher identity in physical education student teachers.

## Key findings

- Cooperating teacher-student teacher interactions positively correlate with and predict teacher identity.
- Shared activities, bodily co-presence, and emotional resonance are key factors in identity development.
- A supportive climate and diverse interaction approaches further promote teacher identity.

## Abstract

The teaching practicum constitutes a pivotal stage in the preparation of preservice physical education teachers (PPETs), during which their experiences exert a profound influence on the formation and development of teacher identity (TI). This study explored the relationship between PPETs’ TI and their interactions with cooperating teachers during the practicum, drawing on Interaction Ritual Chain (IRC) theory as an interpretive framework.

A total of 944 physical education student teachers (552 males, 58.5%; 392 females, 41.5%) participated in the study. Both cooperating teacher-student teacher interactions and TI were measured through standardized questionnaires. The data analysis involved two stages: Pearson’s correlation was first employed to identify bivariate associations between the dimensions of cooperating teacher-student interactions and PPETs’ TI. Subsequently, multiple regression analyses were performed to determine the extent to which specific interaction dimensions predicted TI.

Analyses showed that cooperating teacher-student teacher interactions were positively correlated with and significantly predicted TI. Shared activities, bodily co-presence, and emotional resonance emerged as key factors, while a supportive interactive climate and diverse approaches further promoted PPETs’ TI development.

These findings suggest that the quality of cooperating teacher-student teacher interactions play a crucial role in fostering PPETs’ TI.