Factors influencing the choice to study Physical Education Teaching:a qualitative study

• Autores: Barraza - Gómez, Fernando, Hurtado - Guerrero, Macarena, Hinojosa - Torres, Claudio
• Formato: artículo
• Fecha de Publicación: 2025
• Institución: Universidad Peruana de Ciencias Aplicadas
• Repositorio: Revistas - Universidad Peruana de Ciencias Aplicadas
• Lenguaje: español; inglés
• OAI Identifier: oai:ojs.pkp.sfu.ca:article/2178
• Enlace del recurso: https://revistas.upc.edu.pe/index.php/docencia/article/view/2178
• Nivel de acceso: acceso abierto
• Materia: Construcción de la identidad; elección vocaciona; experiencia deportiva; formación docente; motivación; Identity construction; vocational choice; sports experience; teacher education; motivation; Construção da identidade; escolha vocacional; experiência esportiva; formação docente; motivação

Introduction: Choosing to study Physical Education Teacher Education is a complex process shaped by personal experiences, intrinsic motivations, and contextual conditions that contribute to the construction of a teacher’s professional identity during initial training. Objective: To understand the factors influencing the vocational decision-making of students at the beginning of their training in this degree programme. Methods: A qualitative approach was employed with a purposive sample of 80 first-semester students from a public university in the Valparaíso region, Chile. Data were collected through an online survey consisting of six open-ended questions validated by experts and analysed using a hybrid reflexive thematic analysis. Results: Six key factors were identified: family support, which provides emotional security and legitimises the decision; sporting experience, which fosters affinity and a sense of belonging; the direct influence of Physical Education teachers, associated with guidance and mentoring; and indirect influence, linked to observing teaching practice as a meaningful role model. In addition, negative school experiences emerged, which in some cases became a source of motivation to challenge and transform pedagogical practices perceived as inadequate. Discussion: Teaching vocation emerges as a dynamic process that is associated with the enjoyment of teaching and working with children. Career choice reflects a progressive identity construction in which personal trajectories, significant role models, and affective experiences converge to shape one’s identity. It is recommended that teacher education institutions strengthen vocational guidance and provide reflective spaces during the early stages of initial teacher education.