ABSTRACT
This chapter focuses on preservice teachers in physical education and their experiences with exploring being student-centered during their school practicum placement. Themes emerging during the preservice teachers’ practicum as they engaged student-centered pedagogy included their perceptions of the cost of doing extra (unnecessary) work, their struggles in the felt chaos of the school practicum, and the ways they designed activities for the learners. This chapter further highlights how drawing on the preservice teachers’ experiences and employing the Activist Approach with emphasis on student-centered pedagogy as an analytic lens offered a reflexive practice for the authors as PETE educators to better develop their own educational programming and research practices.
