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This qualitative study examines how 18 pre-service physical education teachers perceive anticipated challenges during teacher education in Quebec, Canada, using four focus groups analyzed through Boutin’s (2007) steps. Results highlight anticipated difficulties in classroom management and students’ lack of motivation, and specify five motivation-related challenges, including student heterogeneity and disengagement. 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Physical Education pre-service teachers’ education programs represent a crucial part of their professional development in preparing them to face the challenges that often explain retirement, especially students’ motivation. Authors recognize the importance of considering pre-service teachers’ needs during teacher education programs and their concerns about the challenges to be faced once they start teaching (Richards et al., 2013) . Using a qualitative approach, this study aims to: (1) identify pre-service Physical Education teachers’ perceptions of anticipated challenges in general,(2) identify the specific challenges they anticipate about supporting students’ motivation and (3) describe how they can be prepared to support students’ motivation. Participants consisted of 18 pre-service Physical Education teachers (Mage = 25; SD = 3.61 years) from French-language universities in Quebec (Canada) . Four focus groups were conducted, and data were analyzed consistent with the four steps suggested by Boutin (2007) . Results indicate that the main challenges anticipated by pre-service Physical Education teachers are classroom management and students’lack of motivation. In terms of supporting students’ motivation, five specific challenges were highlighted: (1) student heterogeneity,(2) proposal of learning activities to support motivation,(3) student engagement,(4) management of disengaged students, and  \n(5) gender differences. As for their needs during teacher education program, participants wished to learn how to plan motivational strategies, be given more opportunities to practice, and discuss how to implement these strategies. Recommendations for teacher education programs are discussed in the conclusion.  \nKeywords: pre-service teachers’ challenges, pre-service teachers’ needs, physical education, teacher education, motivational climate  \nRésumé  \nPour faciliter l’insertion professionnelle des enseignants d’éducation physique et à la santé (ÉPS) et pour diminuer l’abandon hâtive de la profession, certains auteurs soulignent l'importance de prendre en compte les besoins des futurs enseignants durant la formation initiale ainsi que leurs préoccupations quant aux défis à relever lorsqu’ils commenceront leur profession (Richards et al., 2013) . En utilisant une approche qualitative, la présente étudevise à : identifier les défis anticipés en général par les futurs enseignants d’ÉPS, identifier les défis qu'ils anticipent en ce qui concerne le soutien de la motivation des élèves et décrire comment ils peuvent être mieux préparés poursoutenir la motivation des élèves. Quatre groupes de discussion ont été conduits auprès de 18 enseignants d’ÉPS en formation initiale (Mâge = 25 ; ET = 3,61 ans) provenant d'universités francophones québécoises (Canada). Les résultats, analysés conformément aux quatre étapes suggérées par Boutin (2007), indiquent que les défis anticipés sont principalement lagestion de classe et le manque de motivation des élèves. En ce qui concerne le soutien de la motivation, cinq défis ont été relevés: 1) l'hétérogénéité des élèves, 2) l’apprentissage d'activités soutenant la motivation, 3) l'engagement des élèves, 4) la gestiondes élèves désengagés et 5) les différences entre les sexes. En ce qui concerne leurs besoins en formation initiale, les participants souhaitent apprendre à planifier comment motiver les élèves, avoir plus d'occasions de pratiques et apprendre comment mettre en œuvre les stratégies apprises. Les recommandations pour la formation initiale sont présent","cbCaie3UO0iwMsSD","https://ap.wps.com/l/cbCaie3UO0iwMsSD","pdf",161284,13,"English","# Introduction\n## Teacher dropout and early attrition\n## Challenges linked to classroom management and student motivation\n## Specificities of physical education (PE) classes\n# Abstract\n## Study aim\n## Participants and method\n## Key findings\n## Needs and recommendations","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study aims to identify pre-service physical education teachers’ perceptions of anticipated challenges, clarify the specific challenges related to supporting students’ motivation, and describe how they can be prepared for that support.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"The study used a qualitative approach with 18 pre-service physical education teachers from French-language universities in Quebec. Four focus groups were conducted, and the data were analyzed using the four steps suggested by Boutin (2007).\"},{\"question\":\"Which challenges were most highlighted by participants?\",\"answer\":\"Participants most often anticipated challenges in classroom management and students’ lack of motivation. For motivation support, they highlighted student heterogeneity, designing learning activities that support motivation, student engagement, managing disengaged students, and gender differences.\"}]","Pre-Service Physical Education Teachers’ Perceptions of Anticipated Challenges and Needs during Teacher Education Programs | PDF",1792084275,33]