Identity Transformation of International Volunteers Involved in Physical Education in Developing Countries: From Teacher to Teacher Educator

抄録

　　This study focused on the identity transformation of the first author, from a teacher to a teacher educator, engaged in shaping physical education (PE) in developing countries as an international volunteer. It aimed to clarify the influence of his experience on internal transformation through selfstudy. The following textual data were analyzed qualitatively using SCAT: (1) the interviews conducted with two groups of critical friends and (2) the diary maintained by the first author. The results revealed that international volunteers, who are dispatched to large schools and are engaged in PE development, self-categorize as PE teacher educators. In addition, for international volunteers who feel conflicted as PE teachers, having successful experiences as PE teacher educators will be a factor that will advance their identity development as PE teacher educators.