The Theoretical Model Construction of the Identity of Chinese Preservice Physical Education Teachers ——Based on the Grounded Theory

Purpose Cultivating the professional identity of preservice physical education teachers (PPETs) is crucial for their career development. However, the factors that influence their professional identity are still unclear. Method We reviewed the literature on the identity of PPETs and conducted interviews with 15 PPETs. The data collected was analysed using the grounded theory and Nvivo12. Results There are three categories of influencing factors that affect the identity of PPETs: (a) preconcept identify, which contains the anticipation for the image of teachers, impression of PE Teachers, social and cultural influence and personal characters and preferences; (b) professional learning identity, which includes curricular knowledge, counselors’ guidance and self-efficacy; (c) educational practice identity, which includes internship guidance, internship environment and internship evaluation. Conclusion This research result can help the education department understand the influencing factors of PPETs' identity and help PPETs obtain a good identity.