This project describes an innovative initiative in ten Canadian university faculties of education that partners pre-service teachers (PSTs) studying physical education (PE) with our national organization, provincial organizations and local community resources. Physical Health Education Canada (PHE Canada) is the Canadian national research and education body, and this paper describes the growth and development of PHE Canada Student Chapters (PHECSCs) in ten Canadian universities. At each local university faculty of education, 5-8 PSTs voluntarily serve as executive leaders, organizing events to promote healthy active living across teachable subject areas. Multiple modes of delivery for these events included digital conferences, mentorship seminars, face-to-face professional development, all provided free of charge to PSTs whose training may or may not be focused on physical education.

This model has evolved to provide input and support from multiple lenses, including the university, the faculty deans, the student chapter executives, their faculty advisors, the national organization leads, researchers and practicing teachers from local schools and boards of education. In sum, it provides a broad network of support for PSTs, situates them squarely in the lived experience of the profession, building in situ skills and competencies to navigate the reality of the profession. Further, it invites them to contribute to, and benefit from, a national network of resources and support that follows them throughout their careers, thus providing potential to prevent burnout and attrition from the profession. The paper iterates how this model of teacher education is richer, and more authentic than traditional modes of learning to be a PE teacher. Methodology for this study included qualitative narrative inquiry, story-telling, individual interviews and small focus group discussions. Data indicate that those PSTs who participated as leaders in the program have greater self-perceived confidence and competence than their peers.

Specifically, current findings indicate clearly that PSTs who act in executive roles step into a teacher identity earlier, and with greater pedagogical preparation for real world teaching than their peers. They develop a broad set of transferable professional skills that prepares them to lead and engage students in meaningful PE experiences. Evidence of this is the confidence and early employment post-graduation of the majority of executive chapter leaders. Clearly, this partnership continues to grow; the authors have developed multi-sectoral and organizational links between pre-service teacher education in physical education, and results are promising that this is a very successful pedagogical approach to preparing new educators for the profession.

Keywords: Physical education, Teacher development, Pre-service teachers.