ABSTRACT
Findings of studies indicated that PE teachers rely on the reproduction cluster of teaching styles. Similarly, pre-service PE teachers intend to adopt more frequently teaching styles from the reproduction teaching styles. However, there is a lack of evidence of the reasons that urge PE teachers and pre-service teachers to be keen on adopting reproduction teaching styles. PE teachers and pre-service teachers’ knowledge was examined through the lenses of The Framework Theory of Conceptual Change. The findings suggested that in most of the cases they shared common presuppositions and beliefs and arguably formed common initial and synthetic mental models. Additionally, it can be concluded that PE teachers and pre-service teachers’ prior knowledge is inconsistent with scientific knowledge due to the influence of their schooling experiences. Arguably, curriculum developers in higher education should incorporate into the content of course information related to PE and pre-service teachers’ knowledge combined with practice.
