Abstract

In-depth studies on the practicum part of physical education teacher education (PETE) is a neglected area in Scandinavian research. This article reports data from focus group interviews with PE student teachers: their perceptions on what and how they learn in the practicum in PETE in Norway. The study found that the students viewed themselves as apprentices, and that observation was a prominent part of the practicum. Our study supports earlier findings about PE students’ lack of critical thinking on PE and teaching. However, we also found that students are able to think critically about their mentors and their teaching performances during the practicum.

Keywords: Physical education teacher education, Practicum, student teachers, Norway