In this episode of the PE Insights Podcast, I’m joined by Dr Emma Whewell, Associate Professor at the University of Northampton, for a rich and reflective conversation about identity, mentorship, and the evolving purpose of physical education.

Drawing on over twenty years in Initial Teacher Education, Emma explores how PE teachers’ identities are largely shaped long before training begins, through acculturation and what Lortie famously described as the “apprenticeship of observation”. We discuss why this makes identity so resistant to change, and the pivotal role mentors play in either nurturing confidence and autonomy, or unintentionally doing harm.

The conversation delves into the tensions mentors face between supporting innovation and complying with school systems, the importance of relational mentoring, and why trainees should be viewed as agents of change rather than problems to be managed. Emma also challenges the mismatch between what PE claims to do — preparing young people for lifelong physical activity — and what it often delivers in practice.

Looking ahead, Emma shares how she is embracing digital and AI-supported pedagogies within ITE, using technology to enhance reflection, efficiency, creativity and confidence. From AI-supported interview preparation to lesson planning and content creation, this episode explores a future-focused, possibility-led approach to teacher education.

Throughout the episode, I also share reflections linked to my own MA research on mentoring, professional identity and occupational socialisation, making this a particularly meaningful conversation for mentors, trainee teachers, teacher educators and PE leaders.

Emma’s central message is clear: be curious. Watch widely, borrow thoughtfully, build relationships first, and give yourself permission to become the teacher you want to be.

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