Challenges of the Internship Course for Physical Education Student-Teachers
Keywords:
thematic analysis, psychological support, evaluation, Physical education, internship, supervision, legal framework, student-teachersAbstract
This study aimed to identify and analyze the key legal, managerial, and structural challenges faced by physical education (PE) student-teachers during their internship courses to inform safer and more effective practicum frameworks. A qualitative content analysis design was employed. Nineteen peer-reviewed articles focusing on legal and regulatory aspects of PE internships were purposefully selected through systematic database searches until theoretical saturation was reached. Full texts were imported into NVivo 14 for data management and coding. Meaningful units were extracted and organized into codes, subcategories, and overarching themes through iterative thematic analysis. Credibility and trustworthiness were ensured via peer review and audit trails. Analysis revealed four overarching themes. Legal and regulatory gaps included unclear roles and responsibilities, lack of enforceable policies, poor institutional coordination, limited legal protection, and outdated regulations. Managerial and operational challenges emerged through ineffective supervision, insufficient mentor training, unstable scheduling, and shortage of safe and adequate sports facilities. Flawed evaluation and assessment encompassed non-standardized criteria, superficial feedback, bias in grading, lack of stakeholder engagement, and absence of technological assessment tools. Insufficient student-teacher support involved high psychological stress, lack of insurance and welfare coverage, minimal legal counseling, poor preparation in conflict and risk management, and feelings of isolation due to the absence of peer networks. The internship experience for PE student-teachers is hindered by systemic weaknesses in legal frameworks, managerial structures, assessment systems, and support mechanisms. Addressing these barriers through policy reform, mentor capacity building, standardization of evaluation, and provision of psychological and financial safeguards is crucial to improve safety, fairness, and professional readiness in PE teacher education.
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