Experiences of Prospective Physical Education Teachers Pursuing Graduate Studies for Teacher Certification

Purpose: The purpose of this study was to explore the lived experiences and meanings of prospective physical education teachers who entered a general graduate school master’s program with the goal of obtaining a teaching certificate. Methods: Three master’s students majoring in Physical Education at K University’s graduate school were selected as participants. Data were collected through in-depth interviews and analyzed using the constant comparative method. Results: The findings revealed three major categories of experiences. First, the experience as a student highlighted the motivations for choosing graduate school based on semester length and financial considerations, the uniqueness of teacher-training institutions, and academic and emotional growth through exchanges with peers, dispatched teachers, and undergraduates. Second, the experience as a pre-service teacher involved the deepening of pedagogical content knowledge (PCK) through teaching practice, the utilization of learning communities during teacher certification exam preparation, and challenges due to a lack of practical skill courses. Third, the experience as a researcher reflected difficulties in selecting research topics, the dual burden of conducting thesis research while preparing for exams, and the pursuit of autonomous research under limited supervisory feedback. Conclusion: The general graduate school required pre-service Physical Education teachers to fulfill multiple roles as students, pre-service teachers, and researchers, and these processes involved challenges as well as growth. Notably, teaching practice, learning communities, and participation in academic conferences played a crucial role in shaping teacher identity and professional competence.