Date of Award
2025
Document Type
Thesis
Publisher
Edith Cowan University
Degree Name
Doctor of Philosophy (Integrated)
School
School of Education
First Supervisor
Dawn Penney
Second Supervisor
Eibhlish O'Hara
Third Supervisor
Bronwen Cowie
Abstract
Australian universities face multiple challenges in developing programs that will enable graduate generalist primary teachers to teach the breadth of the curriculum. Literature highlights that generalist primary teachers’ lack of pedagogical content knowledge in the Health and Physical Education (HPE) learning area specifically has been a longstanding concern both internationally and in Australia. Therefore, this study examined how initial teacher education (ITE) providers prepare pre-service teachers (PST) to teach HPE in primary schools. This research sought to investigate the position and content of HPE within Australian ITE programs for primary generalist teachers in Australia, critically examining how the expectations associated with the Australian Institute for Teaching and School Leadership’s (AITSL) National Professional Standards for Teachers are being met. Shulman’s framework of teacher knowledge (1986, 1987) was also used to explore the knowledge and skills teachers require and how these are addressed within ITE programs. Theoretically, the AITSL National Professional Standards for Teachers (2011) and Shulman’s framework of teacher knowledge (1986, 1987) provided a framework for inquiry and data analysis. A qualitative research design featuring two phases of inquiry and using multiple methods was used. Phase 1 provided a national perspective on practices and issues in ITE. Documentary research and semi-structured interviews were used to gain insight into both the focus for learning and the issues teacher educators face when designing and delivering ITE for generalist primary teachers. Phase 2 of the study involved an in[1]depth case study of one ITE program. The case study included extensive documentary analysis, interviews with multiple stakeholders, and focus group discussions with pre[1]service teachers at different stages of their degree to gain a deep understanding of the development of HPE pedagogical content knowledge for generalist primary teachers. Analyses of data from both phases explored the synergies and tensions in ITE program content in reference to the alignment of Shulman’s framework with the AITSL standards and the adequacy of Shulman’s framework in relation to contemporary expectations associated with HPE ITE for primary generalist teachers. The findings from both phases of the study indicate variations in program structure and content with sector-wide recognition of the limited provision of HPE in ITE. The amount of time devoted to the HPE learning area across ITE programs in Australia and the marginalisation of the HPE learning area in ITE are of particular concern. The requirement for professional practice in HPE for the generalist primary teacher program in future policy and professional learning across Australia and internationally are actions advocated from this research. The findings from this study have significant implications for ITE at a national level in teacher education policy as well as institutional provision of ITE in HPE in generalist primary programs.
DOI
10.25958/fjjg-pp43
Access Note
Access to this thesis is embargoed until 14th November 2026
Recommended Citation
Thomsett, J. (2025). “Meeting standards”: Initial teacher education and preparation of generalist pre-service teachers to teach health and physical education. Edith Cowan University. https://doi.org/10.25958/fjjg-pp43