Experiences of beginning physical & health education substitute teachers: a narrative perspective

The purpose of this research was to live, relive, tell and retell the experiences of substitute Physical and Health Education (PHE) teachers, and the impact of these experiences on teacher identity. Using the methodology of narrative inquiry, I first wrote my own narrative beginnings of my life as a student of PHE, my journey throughout Physical and Health Education Teacher Education (PHETE) and pre-service teaching, as well as life as a substitute teacher. After understanding my own experiences, I narratively inquired into two beginning PHE substitute teachers’ experiences. After learning of the experiences of both beginning PHE substitute teachers, I weaved their experiences with those of my own in order to determine resonant narrative threads that relate to teaching as a beginning PHE substitute teacher. Within these resonant narrative threads, topics of teaching identity and stories to live by; relationships with other teachers, students, and community members; as well as identity conflict were discussed. Finally, shifting of stories to live by were addressed to learn how to take the information learned throughout this inquiry and use it as we continue to live as PHE substitute teachers