Resumo

CARDONA CORDOBA, Cristian Alejandro  e  CHAVERRA FERNANDEZ, Beatriz Elena. Critical Incidents as a Strategy for Teacher Identity Development in Future Physical Education Teachers. Pág. Educ. [online]. 2025, vol.18, n.2, e4763.  Epub 01-Dez-2025. ISSN 1688-7468.  https://doi.org/10.22235/pe.v18i2.4763.

This study aimed to understand how critical incidents experienced during teaching practice influence the construction of professional teacher identity among undergraduate physical education students at the University of Antioquia. Using a qualitative approach, five tenth-semester students documented the critical incidents they encountered during their classroom practice. Data were collected through an adaptation of the PANIC framework and analyzed using open and axial coding with Atlas.ti 9. Among the findings, four main categories were identified: students’ disruptive behaviors, pedagogical responses to critical incidents, emotions arising in these situations, and lessons learned. Far from being mere obstacles, critical incidents function as catalysts for the professional and emotional development of preservice teachers. These events promote critical reflection, strengthen teaching vocations, and consolidate professional teacher identity. The study suggests incorporating critical incident analysis as a key pedagogical tool in initial teacher education, particularly in complex contexts such as Physical Education

Palavras-chave : teacher education; physical education; critical incidents; professional teacher identity.

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