Abstract

Within physical education, teachers with high levels of teaching self-efficacy demonstrate positive attitudes toward their profession, adopt innovative instructional strategies, and create engaging learning environments. Supervised practicum plays a crucial role in preparing preservice teachers for professional integration. This study aimed to examine the impact of practicum experiences on preservice physical education teachers’ self-efficacy, particularly in relation to instructional strategies, classroom management, and student engagement. Participants were sixty preservice physical education teachers, from the National and Kapodistrian University of Athens, Greece. The Ohio State Teacher Efficacy Scale was used to assess self-efficacy levels, while semi-structured interviews with thirteen participants provided qualitative insights. A mixed-methods approach was used for data analysis. Quantitative findings indicated no statistically significant main effects for questionnaire factors or interactions between time and gender. However, qualitative findings highlighted practicum as a dynamic and transformative experience. Key themes included student engagement, teaching flexibility, student development, emotional intelligence, and perceived changes in teachers’ self-efficacy. Participants reported that their prior coaching experience positively influenced their instructional design and organization. Beyond enhancing teaching effectiveness, practicum reshaped preservice teachers’ perceptions of their professional roles, underscoring its broader impact on teacher development. Future research should explore how different practicum structures and mentoring approaches influence preservice teachers' long-term professional growth and self-efficacy development.

Keywords

Physical Education, Practicum, Preservice Teaching, Self-Efficacy,

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