The papers and textbooks below examine learning to be a PE teacher from various sociological perspectives:
Macdonald, D., & Kirk, D. (1996). Private Lives, Public Lives: Surveillance, Identity and Self in the Work of Beginning Physical Education Teachers. Sport, Education and Society, 1(1), 59–75. http://doi.org/10.1080/1357332960010104
Rossi, T., lisahunter, Christensen, E., & Macdonald, D. (2015). Workplace Learning in Physical Education. Abingdon: Routledge. (Marjon library link)
Rossi, T., Sirna, K., & Tinning, R. (2008). Becoming a health and physical education (HPE) teacher: Student teacher “performances” in the physical education subject department office. Teaching and Teacher Education, 24, 1029–1040. http://doi.org/10.1016/j.tate.2007.11.005
Sirna, K., Tinning, R., & Rossi, T. (2010). Social processes of health and physical education teachers’ identity formation: Reproducing and changing culture. British Journal of Sociology of Education, 31(1), 71–84. http://doi.org/10.1080/01425690903385501
Sirna, K., Tinning, R., & Rossi, T. (2008). The social tasks of learning to become a physical education teacher: Considering the HPE subject department as a community of practice. Sport, Education and Society, 13(3), 285–300. http://doi.org/10.1080/13573320802200636
Wrench, A. (2017). Spaces and physical education pre-service teachers’ narrative identities. Sport, Education and Society, 22(7), 825–838. http://doi.org/10.1080/13573322.2015.1094046
Wrench, A., & Garrett, R. (2012). Identity work: stories told in learning to teach physical education. Sport, Education and Society, 17(1), 1–19. http://doi.org/10.1080/13573322.2011.607909