The Impact of Pre-Service Physical Education Teacher Professional Development Programs on Teaching Growth: A Constructivist Perspective

Copyright © ISRG Publishers. All rights Reserved. DOI: 10.5281/zenodo.17626681 228 ISRG PUBLISHERS Abbreviated Key Title: ISRG J Arts Humanit Soc Sci ISSN: 2583-7672 (Online) Journal homepage: https://isrgpublishers.com/isrgjahss Volume – III Issue -VI (November-December) 2025 Frequency: Bimonthly The Impact of Pre-Service Physical Education Teacher Professional Development Programs on Teaching Growth: A Constructivist Perspective Wang Yanmei1*,Siti Farhah Binti A Aziz2 1, 2 Universiti Tun Abdul Razak (UNIRAZAK), Malaysia 1West Anhui University | Received: 11.11.2025 | Accepted: 15.11.2025 | Published: 17.11.2025 *Corresponding author: Wang Yanmei Universiti Tun Abdul Razak (UNIRAZAK), Malaysia Abstract Based on constructivist theory, this study investigates the mechanism by which professional development programs influence teaching growth among 358 pre-service physical education (PE) teachers from four Chinese universities. Using a questionnaire survey, the study employed SPSS for reliability and validity testing, difference analysis, and regression analysis. The results indicate that all four dimensions of the professional development program have a significant positive impact on the four dimensions of teaching growth (β = 0.08–0.35). Among them, the effect dimension exerts the strongest influence (β = 0.18–0.35), followed by the learning and behavior dimensions, while the reaction dimension, though weaker, remains significant. Gender and grade analyses revealed that female participants reported more positive training experiences, whereas male participants demonstrated stronger teaching behavior and belief reflection; seniors scored the highest in teaching knowledge and belief dimensions. The study constructs a “Experience–Learning– Behavior–Outcome” model of teacher growth, revealing that preservice PE teachers’ teaching growth is a systematic process driven by experience, centered on learning construction, guided by behavioral transformation, and reinforced through outcome feedback. The findings enrich the theoretical application of constructivism in teacher education and provide empirical evidence and practical pathways for optimizing teacher preparation systems and professional development initiatives in higher education. Keywords: Pre-service Physical Education Teachers; Professional Development Programs; Teaching Growth; Constructivist Theory Copyright © ISRG Publishers. All rights Reserved. DOI: 10.5281/zenodo.17626681 229 1. Introduction Against the macro background of the ―Education Power‖ strategy, teacher professional development has become one of the core pathways for promoting high-quality education (Liu Liqiang, 2025). As a crucial component of the future education system, the teaching growth of pre-service PE teachers is not only pivotal to improving the quality of physical education but also to the holistic development of students’ physical and mental well-being. Studies have shown that professional development programs play a key role in enhancing teachers’ professional competence and teaching capabilities (Duan Daiping, Gao Siqi & Ding Lin, 2025), and that well-designed programs can promote teachers’ growth across pedagogical, professional, and personal dimensions (Ping Zhihui, 2016). However, existing research on teacher professional development in China mainly focuses on in-service teachers at different career stages, such as novice, expert, or veteran teachers (Huang Shenghao, 2013), while studies specifically addressing pre-service PE teachers’ professional development programs remain scarce. Moreover, limitations such as narrow program coverage and lack of outcome evaluation persist (Qu Liaojian, 2019), constraining the improvement of pre-service PE teacher education quality. Therefore, exploring the mechanisms of professional development programs and identifying key factors that foster teaching growth have become pressing research priorities. Internationally, scholars have explored teacher professional development from multiple perspectives. You H., Park S., Hong M., & Warren A. (2025) found through meta-analysis that teacher mentoring and training have significant positive effects on instructional improvement and student achievement. BR Romijn, PL Slot & PPM Leseman (2021) and Atstsaury S., Hadiyanto H. & Supian S. (2024) emphasized that systematic training is essential for teacher competence enhancement. Recent studies by Mouraz A., Pinto D. & Cristina Torres A. (2023) and Resch K., Schrittesser I. & Knapp M. (2024) further revealed that peer observation and integrated curriculum projects effectively improve pre-service PE teachers’ classroom performance and autonomy. Chinese scholars have focused on the internal mechanisms of teacher professional growth, noting that it is influenced by multiple factors (Su Ruping, 2023). Theoretically, constructivist learning theory provides a new perspective for interpreting pre-service teachers’ teaching growth. Constructivism views learning as an active process of meaningmaking supported by social and cultural contexts (Lei Xiaochun, 2022), emphasizing experiential reflection, social collaboration, and knowledge construction (Xu Jie, 2018; Liu Xiaofei, 2022; He Xinjia, 2021). However, most existing studies focus on in-service teachers’ professional learning and school-based training, with limited quantitative research on how constructivist theory specifically functions within pre-service PE teachers’ professional development programs and their teaching growth pathways. This gap restricts a deeper understanding of the learning–practice– reflection mechanism in PE teacher education. Therefore, this study adopts a constructivist theoretical perspective to examine how professional development programs influence the teaching growth of pre-service PE teachers. Specifically, it analyzes four dimensions of professional development—reaction, learning, behavior, and effect—and explores teaching growth across four corresponding aspects: teaching knowledge, teaching competence, teaching beliefs, and teaching reflection. Through quantitative surveys and statistical analysis, this study aims to answer the following questions: How do professional development programs facilitate teaching growth among pre-service PE teachers? Do different program dimensions exert varying effects? The study’s innovations lie in: (1) expanding the application boundaries of constructivist theory within PE teacher education; and (2) constructing an empirical model of pre-service PE teachers’ teaching growth to provide theoretical and practical insights for curriculum reform and teacher training model optimization in higher education. 2. Literature Review 2.1 Constructivist Theory and the Teaching Growth of Pre-service PE Teachers Constructivism, as a cognitive theory, critically reexamines traditional epistemology from multiple perspectives. Its early roots can be traced back to the Russian Formalism of the early 20th century and the Czech Structuralism of the 1920s–1930s. It spread to the United States during World War II, reached its peak in Europe in the 1950s, and experienced rapid global development in the 1980s. In recent decades, constructivism has gained tremendous momentum and profoundly influenced various disciplines, including psychology, sociology, and education. Constructivism posits that learning occurs when learners, based on prior knowledge and experience, actively construct meaning through interaction and collaboration with others (teachers and peers) within a sociocultural context (Lei Xiaochun, 2022). It has significantly shaped modern learning theories and teaching philosophies (Xu Jie, 2018), helping pre-service PE teachers develop new understandings of physical education instruction (Liu Xiaofei, 2022). Constructivism emphasizes that learning involves observation, thinking, differentiation, and synthesis of the objective world, through which learners construct meaning and knowledge about the material world (He Xinjia, 2021). For pre-service PE teachers undergoing university-level preparation, this process itself represents a learning journey. Applying constructivist theory to pre-service PE teacher education encourages learners to move beyond passive knowledge reception, focus on the processes of knowledge formation and development, and continuously improve their teaching abilities through reflective learning—thus promoting their overall teaching growth. 2.2 Professional Development Programs and Teaching Growth of Pre-service PE Teachers Teacher professional development is an ongoing process requiring teachers to continually acquire and update essential knowledge and skills (Kraft et al., 2020). The essence of professional development programs lies in their ability to effectively enhance teachers’ knowledge, skills, and classroom practices (You H., Park S., Hong M., & Warren A., 2025). Research has shown that pre-service teachers can improve their teaching methods during internships through peer observation cycles (Luis Miguel Dos Santos, 2020). TL Goh et al. (2020) found that participation in CSPAP-integrated curriculum projects improved both teaching competence and autonomy for pre-service and in-service PE teachers, fostering motivation for future implementation of similar initiatives in schools. However, the growth of pre-service PE teachers is influenced by multiple factors and unfolds across various dimensions (Su Ruping, 2023). Therefore, this study examines how different dimensions of professional development programs affect Copyright © ISRG Publishers. All rights Reserved. DOI: 10.5281/zenodo.17626681 230 the overall teaching growth of pre-service PE teachers, offering solid theoretical support for practice. 2.3 Research Framework and Hypotheses Based on the literature review, the following conceptual framework and hypotheses are proposed to analyze the influence of professional development program dimensions on the teaching growth of pre-service PE teachers. Figure 1: Conceptual Framework Model H1: The four dimensions of professional development programs have a significant positive impact on pre-service physical education teachers’ mastery of teaching knowledge. H2: The four dimensions of professional development programs have a significant positive impact on the improvement of pre-service physical education teachers’ teaching competence. H3: The four dimensions of professional development programs have a significant positive impact on pre-service physical education teachers’ teaching beliefs. H4: The four dimensions of professional development programs have a significant positive impact on pre-service physical education teachers’ teaching reflection and growth. 3. Research Methodology 3.1 Research Design This study adopts a quantitative research approach, using a questionnaire survey to explore how professional development programs influence the teaching growth of pre-service physical education (PE) teachers. Guided by constructivist theory, the study designates the professional development program as the independent variable and teaching growth as the dependent variable (see Figure 1). The data were collected from four Chinese universities offering PE education programs, ensuring diversity and representativeness of the sample. Through a structured questionnaire, the study measures differences and correlations among participants’ program experiences, learning outcomes, and teaching growth, thereby empirically analyzing the process mechanisms of knowledge and skill construction from a constructivist perspective. 3.2 Research Sample To ensure sample representativeness and statistical validity, Anhui Province was divided into two regions—southern and northern Anhui—based on geographical location. Four public universities with physical education programs were selected using stratified sampling. Following the sample size determination formula by Krejcie and Morgan (Renthlei Z & Lallawmkima C, 2025) and aided by the Raosoft online calculator, the minimum required sample size was calculated to be 346 under a 5% margin of error and a 95% confidence level. To minimize potential bias caused by invalid or incomplete responses, a redundancy rate of 15.61% was added, resulting in 400 distributed questionnaires. A total of 378 were returned, and after eliminating invalid responses, 358 valid samples remained. This sample size meets the requirements for statistical analysis, providing sufficient power and a comprehensive reflection of the overall condition of pre-service PE teachers in Anhui Province. 3.3 Measurement Instruments The study employed well-established questionnaires developed by previous scholars. The Professional Development Program Scale was adapted from Yang Manman’s Professional Development Program Questionnaire, which includes four dimensions—reaction, learning, behavior, and effect—comprising a total of 10 items. The Teaching Growth Scale was adapted from Su Ruping’s Teaching Growth Questionnaire, encompassing four aspects: teaching knowledge, teaching competence, teaching beliefs, and teaching reflection, with 15 items in total. All items were rated using a 5-point Likert scale, where 1 = ―strongly disagree‖ and 5 = ―strongly agree.‖ Higher scores indicate higher levels of perceived effectiveness in professional development programs and greater levels of teaching growth. 3.4 Data Analysis Methods All collected data were coded and digitized before being input into SPSS for analysis. Data cleaning procedures were conducted to address missing values and outliers. Reliability analysis (e.g., Cronbach’s alpha) and validity analysis (KMO measure and Bartlett’s test of sphericity) were performed to assess the suitability of the instruments. Descriptive statistical analysis was conducted first, followed by one-way ANOVA to examine group differences among samples. Finally, regression coefficient analysis was used to test the hypotheses and determine the degree of influence of professional development programs on teaching growth. 3.5 Research Ethics This study strictly adhered to ethical standards in educational research. Prior to data collection, all participants were informed of the study’s purpose, content, and their right to voluntary participation, and informed consent was obtained. Throughout data collection and processing, anonymity and confidentiality were maintained to protect participants’ privacy and information security. All research procedures were reviewed and approved by the ethics committee of the author’s affiliated university, ensuring the study’s legitimacy and scientific integrity. 4. Results 4.1 Reliability and Validity Tests To ensure the scientific rigor and stability of the measurement instruments, both the Professional Development Program Scale and the Teaching Growth Scale underwent reliability and validity analyses. Results showed that the Cronbach’s α coefficient for the Professional Development Program Scale was 0.944, for the Teaching Growth Scale 0.968, and for the overall scale 0.976, all well above the 0.9 threshold, indicating excellent internal consistency. Validity testing revealed a KMO measure of sampling adequacy of 0.926, and Bartlett’s test of sphericity was significant (χ² = 2759.901, df = 300, p < 0.001), suggesting that the data were suitable for factor analysis and that the questionnaire demonstrated strong structural validity. Copyright © ISRG Publishers. All rights Reserved. DOI: 10.5281/zenodo.17626681 231 Table 1. Results of Reliability and Validity Testing Variable Cronbach’s α KMO P Professional development programmes （PDP） 0.944 0.926 <0.001 pedagogical growth （PG） 0.968 0.926 <0.001 Total Quantity Table 0.976 0.926 <0.001 4.2 Descriptive Statistics 4.2.1Demographic Characteristics This study selected 358 pre-service physical education (PE) teachers from four Chinese universities as the research sample, covering both gender and grade distributions. Among them, 58.9% were male (n=211) and 41.1% were female (n=147). Regarding grade level, 27.7% were freshmen (n=99), 22.9% sophomores (n=82), 21.5% juniors (n=77), and 27.9% seniors (n=100). 4.2.2 Descriptive Statistics of Variables To understand the overall performance of participants across study variables, descriptive statistical analysis was conducted. Results showed that the mean scores of all dimensions ranged between 3.91 and 4.30, with standard deviations between 0.68 and 1.09, indicating that pre-service PE teachers generally held positive and consistent attitudes toward professional development programs and teaching growth. Among the dimensions, ―Learning,‖ ―Behavior,‖ and ―Teaching Reflection‖ scored the highest, suggesting that participants widely perceived professional development activities as highly effective in promoting knowledge acquisition, behavioral transformation, and reflective improvement. Table 2. Descriptive Statistical Results of Main Variables Variable N Min Max M SD Reaction layer 358 1 5 4.02 1.02 Learning layer 358 1 5 4.13 0.82 Behavior layer 358 1 5 4.17 0.78 Effect layer 358 1 5 4.14 0.82 Teaching knowledge 358 1 5 4.16 0.7 Teaching ability 358 1 5 4.15 0.72 Teaching belief 358 1 5 4.19 0.69 Teaching reflection 358 1 5 4.25 0.71 4.3 Group Difference Analysis 4.3.1 Gender Differences Independent-samples t-tests were used to compare gender differences among pre-service PE teachers. Results indicated that female participants scored significantly higher than males on the Reaction dimension (t = -2.717, p = 0.007), implying that females were more positive toward training experiences and learning contexts. In contrast, male participants scored higher on the Behavior (t = 3.266, p = 0.001), Teaching Competence (t = 2.693, p = 0.007), and Teaching Beliefs (t = 2.985, p = 0.003) dimensions, suggesting stronger performance in teaching practice and professional belief reflection. 4.3.2 Grade Differences A one-way ANOVA was conducted to examine grade-level differences. Results showed that sophomores achieved the highest scores on the Reaction dimension (M = 4.33, SD = 0.782), while juniors scored the lowest (M = 3.49, SD = 1.169), with significant differences (p < 0.01). Seniors scored highest in Teaching Knowledge, Teaching Competence, and Teaching Beliefs dimensions (p < 0.05), indicating that as students progress through their studies, their teaching cognition and belief formation become more mature. Table 3. Results of Gender and Grade Differences Analysis Group variable significant difference dimension statistical measure significance (p) high score Gender Reaction layer t=-2.717 0.007 Female Gender Behavior layer t=3.266 0.001 male Gender Teaching belief t=2.985 0.003 male grade level Reaction layer F=12.115 0.001 sophomore grade level Teaching knowledge F=4.360 0.005 senior grade level Teaching belief F=6.945 0.001 senior Copyright © ISRG Publishers. All rights Reserved. DOI: 10.5281/zenodo.17626681 232 4.4 Regression Analysis To test the hypotheses, multiple linear regression analyses were conducted to explore the influence of the four dimensions of professional development programs on the four dimensions of teaching growth. Results revealed significant positive relationships across all pathways (p < 0.05). Among these, the Effect dimension had the strongest predictive power (β = 0.18–0.35, p < 0.001), serving as the core driving factor for teaching growth. The Learning dimension exerted the most substantial influence on Teaching Beliefs and Teaching Knowledge (β = 0.23–0.33, p < 0.001). The Behavior dimension demonstrated that the transfer of learning into practice was a crucial mechanism for improving competence (β = 0.12–0.26, p < 0.01). Although the Reaction dimension showed relatively weaker effects, all its relationships remained significant (β = 0.08–0.13, p < 0.05). Table 4. Regression analysis results of pre service physical education teacher professional development projects on teaching growth Assuming path relationship β t p H1 PDP → Teaching knowledge 0.11–0.34 2.89–7.12 <0.01 H2 PDP → Teaching ability 0.13–0.35 3.15–6.67 <0.01 H3 PDP → Teaching belief 0.08–0.33 2.07–7.46 <0.05 H4 PDP → Teaching reflection 0.13–0.27 3.03–5.07 <0.01 Overall, the statistical results indicate that pre-service PE teachers hold generally positive experiences within professional development programs, with significant gender and grade differences in training experience and growth characteristics. The multiple regression results further confirm the core constructivist assumption that teaching growth is a progressive, constructive process advancing through experience → learning → behavior → outcomes. Training effectiveness (Effect dimension) emerges as the key link in promoting teaching growth, while Learning and Behavioral Transformation act as mediating pathways, and Positive Training Experience (Reaction dimension) provides foundational motivational support. The findings demonstrate that systematic professional development programs significantly enhance preservice PE teachers’ teaching knowledge, competence, beliefs, and reflection, offering robust empirical evidence for improving teacher education and curriculum reform in higher education. 5. Discussion 5.1 Major Findings Using constructivist theory as the analytical framework, this study explored how different dimensions of professional development programs influence the teaching growth of pre-service PE teachers. Empirical results revealed that the programs significantly improved participants’ teaching knowledge, competence, beliefs, and reflection, thereby supporting all proposed hypotheses. These findings affirm the constructivist principle that ―learners construct knowledge through experience, understanding, practice, and reflection,‖ uncovering the internal logic of teacher growth. Specifically, the Reaction dimension enhanced learning motivation and engagement through positive learning experiences and training satisfaction (β = 0.08–0.13, p < 0.05), reflecting the ―situational engagement effect‖ in constructivism. The Learning dimension showed the strongest influence on teaching beliefs and knowledge (β = 0.23–0.33, p < 0.001), suggesting that cognitive restructuring occurs through social interaction and meaning co-construction. The Behavior dimension served as a crucial bridge for translating learning into practice (β = 0.12–0.26, p < 0.01), representing the process by which theoretical knowledge is internalized and transformed into teaching behavior. The Effect dimension exhibited the strongest overall impact (β = 0.18–0.35, p < 0.001), highlighting the combined role of teaching outcomes and feedback in driving growth. Gender and grade differences revealed further developmental patterns. Female participants were more active in training experiences (Reaction dimension), while males demonstrated stronger teaching behaviors, beliefs, and reflections—indicating complementary gender tendencies in cognitive engagement and behavioral performance. Grade differences showed that seniors achieved the highest scores in teaching knowledge and beliefs, whereas juniors displayed transitional fluctuations—reflecting a ―critical stress period‖ as they shift from theoretical learning to practical teaching. Collectively, these results demonstrate that preservice PE teachers’ teaching growth is a systematic process— driven by contextual experience, centered on learning construction, mediated through practice transformation, and reinforced by performance feedback—manifesting a progressive structure of ―Experience → Learning → Behavior → Outcomes.‖ 5.2 Theoretical Implications The findings highlight the pivotal role of professional development programs in promoting pre-service PE teachers’ teaching growth, further enriching the application of constructivist theory in teacher education. The results support key theoretical concepts such as active participation, experience-based learning, and reflectiondriven growth, demonstrating the critical value of feedback, practice, and reflection mechanisms in knowledge construction. This study establishes an empirical linkage between professional development programs and teaching growth, providing a systematic framework for explaining how pre-service PE teachers develop professionally. It deepens academic understanding of teacher professional development mechanisms and extends the theoretical boundaries of constructivism within the field of physical education. 5.3 Practical Implications From a practical standpoint, the findings provide several insights for reforming teacher education in higher education institutions:Strengthen the ―Reaction dimension‖ by emphasizing experiential and feedback-rich learning contexts. Methods such as interactive teaching, situational simulations, and reflective journals can increase engagement and immersion.Enhance the ―Learning dimension‖ through an integrated curriculum combining theory and practice, promoting active construction and transfer of teaching knowledge.Focus on the ―Behavior dimension‖ by implementing teaching internships, peer observation, and mentoring to support sustainable behavioral transformation.Establish feedback systems within the ―Effect Copyright © ISRG Publishers. All rights Reserved. DOI: 10.5281/zenodo.17626681 233 dimension,‖ creating a closed-loop structure of program design, learning process, teaching outcomes, and reflective improvement to ensure long-term effectiveness. Additionally, differentiated training strategies should be implemented across gender and grade groups. For instance, provide more practical teaching opportunities for female pre-service teachers to strengthen behavioral transformation, and integrate reflective and values-based training for male pre-service teachers to deepen belief reconstruction. Special attention should also be paid to juniors’ adaptive support to help them transition smoothly from theoretical study to practical teaching. Through these targeted strategies, universities can systematically optimize pre-service PE teacher education and promote the sustainable development of teacher training systems. 5.4 Limitations and Future Research Directions Despite confirming the significant impact of professional development programs on pre-service PE teachers’ teaching growth, this study has several limitations. First, the sample was limited to four universities in Anhui Province, which may restrict regional generalizability. Future studies should include broader or cross-cultural samples to enhance external validity. Second, the cross-sectional design prevents observation of dynamic developmental processes; longitudinal designs could better capture time-based patterns of teacher growth. Third, reliance on selfreported data may introduce bias; incorporating classroom observations, teaching logs, and interviews could improve ecological validity. Future studies should also consider introducing moderating variables (e.g., teaching self-efficacy, social support, learning motivation) and mediating mechanisms (e.g., depth of reflection, learning engagement) to build more complex structural equation models that further explain growth mechanisms. Moreover, exploring digital learning platforms and collaborative learning communities under the context of educational informatization could reveal how technology-supported environments influence teachers’ learning construction and reflective capacity, thus expanding theoretical innovation in intelligent teacher education. 6. Conclusion 6.1 Theoretical Contributions Grounded in constructivist theory, this study systematically examined the mechanism by which professional development programs affect pre-service PE teachers’ teaching growth and established a dynamic model linking ―Program Structure – Learning Behavior – Teaching Growth.‖ The study offers three key theoretical contributions:It verifies the applicability of the constructivist learning mechanism in pre-service PE teacher education, emphasizing that teacher growth is a process of active construction and social collaboration.It expands teacher growth research from a traditional linear ―knowledge and skills‖ model to a multidimensional system model encompassing knowledge, beliefs, competence, and reflection.It proposes a generalizable theoretical framework providing a structural pathway and empirical foundation for future research. 6.2 Practical Implications The findings have important implications for improving universitylevel teacher training systems. First, institutions should emphasize the systematic and feedback-driven nature of teacher training, establishing experience-driven and reflection-led development models. Second, universities should promote an integrated ―Theory–Practice–Reflection‖ curriculum, combining school-based research, teaching internships, and learning communities to bridge theory and pedagogical practice. Third, a data-driven teacher growth evaluation system should be developed to track changes in teaching knowledge, beliefs, and competence over time. Finally, attention should be given to individual differences by offering targeted support for teachers of different genders and academic stages, forming differentiated and tiered training pathways to promote both quality and equity in PE teacher education. 6.3 Future Research Directions While the findings are significant, this study acknowledges several limitations. 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