Exploring professional identity tensions among novice physical education teachers: insights from the cultural-historical activity theory and the dilemmatic space

This qualitative study explores the professional identity tensions experienced by novice physical education (PE) teachers in rural China from the perspectives of the cultural-historical activity theory and dilemmatic space. Multiple sources of evidence indicate that PE policy implementation creates a dilemmatic space in which these educators find themselves. The qualitative data further reveal that PE teachers’ professional identity tensions involve dilemmas related to beliefs about PE, the role of the PE teacher, PE pedagogy, and the quality of PE delivered in rural Chinese schools. These discrepancies between the requirements of the reformed PE core competency curriculum and the traditional didactic instructional model; conflicts between teaching sport skills and promoting whole-person education; contradictions between the marginalized status of PE teachers and their multiple professional responsibilities; and a perceived strain between PE as a learning process and as a performative product create challenges for novice PE teachers. Additionally, PE as a discipline in rural China, which received insufficient attention, may be viewed disparagingly. This study concludes with implications for supporting the development of PE teachers’ professional identities in rural China.