{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,1]],"date-time":"2026-05-01T00:03:01Z","timestamp":1777593781917,"version":"3.51.4"},"reference-count":30,"publisher":"SAGE Publications","license":[{"start":{"date-parts":[[2025,12,17]],"date-time":"2025-12-17T00:00:00Z","timestamp":1765929600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2025,12,17]],"date-time":"2025-12-17T00:00:00Z","timestamp":1765929600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"funder":[{"name":"Portuguese Foundation for Science and Technology","award":["2022.14024.BD"],"award-info":[{"award-number":["2022.14024.BD"]}]}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["European Physical Education Review"],"abstract":"<jats:p>In physical education teacher education (PETE), supporting preservice teachers\u2019 (PSTs') immersion into school communities is critical to fostering their professional learning. However, this socially situated process, where PSTs must gain legitimacy, engage with institutional practices, and navigate professional identities, remains underexplored in the PETE literature. Drawing on social learning theories, this representative case study investigated how experienced cooperating teachers (CTs) enacted facilitation strategies to mediate PSTs\u2019 immersion into the educational community. The study was framed by the concepts of legitimate peripheral participation, landscapes of practice, and the developmental stages of communities of practice (CoPs), including the PSTs-CT CoP and other CoPs within the broader school landscape. Participants included 15 PSTs placed in five schools, five CTs, one university supervisor, and one participant-observer. Data were collected over a full academic year through focus group interviews, the university supervisor's yearlong log, and field notes from the participant-observer. Findings suggest that CTs employed a phased and intentional approach to facilitation, aligned with the evolution of CoPs. Key strategies included (i) presenting the landscape, (ii) legitimising participation and creating perceived value, (iii) gradually expanding leadership roles, and (iv) supporting contributions that \u2018give back\u2019 to the school community. This study highlights how CTs\u2019 facilitation supported not only immersion but also the development of PSTs\u2019 knowledgeability (i.e. their capacity to be recognised across multiple professional contexts), thus reinforcing the CoP's role and visibility within the educational community.<\/jats:p>","DOI":"10.1177\/1356336x251399869","type":"journal-article","created":{"date-parts":[[2025,12,17]],"date-time":"2025-12-17T18:31:28Z","timestamp":1765996288000},"update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":0,"title":["Cooperating teachers as facilitators of preservice teachers\u2019 immersion in the educational community: A physical education teacher education case study"],"prefix":"10.1177","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6050-2729","authenticated-orcid":false,"given":"Joaquim","family":"Teixeira","sequence":"first","affiliation":[{"name":"University of Porto, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5985-9686","authenticated-orcid":false,"given":"Isabel","family":"Mesquita","sequence":"additional","affiliation":[{"name":"University of Porto, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1364-0539","authenticated-orcid":false,"given":"Cl\u00e1udio","family":"Farias","sequence":"additional","affiliation":[{"name":"University of Porto, Portugal"}]}],"member":"179","published-online":{"date-parts":[[2025,12,17]]},"reference":[{"key":"e_1_3_3_2_1","doi-asserted-by":"publisher","DOI":"10.1177\/1356336X18785333"},{"key":"e_1_3_3_3_1","doi-asserted-by":"publisher","DOI":"10.1123\/jtpe.26.2.177"},{"key":"e_1_3_3_4_1","doi-asserted-by":"publisher","DOI":"10.3390\/educsci14010011"},{"key":"e_1_3_3_5_1","doi-asserted-by":"publisher","DOI":"10.1191\/1478088706qp063oa"},{"key":"e_1_3_3_6_1","doi-asserted-by":"publisher","DOI":"10.1080\/2159676X.2019.1628806"},{"key":"e_1_3_3_7_1","volume-title":"Social Research Methods","author":"Bryman A","year":"2012","unstructured":"Bryman A (2012) Social Research Methods, (4th ed.) 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In: Farias C, Mesquita I (eds) O Ensino Centrado no Aluno com Foco na Equidade e Inclus\u00e3o em Educa\u00e7\u00e3o F\u00edsica. Porto: Editora FADEUP, 101\u2013113."},{"key":"e_1_3_3_27_1","doi-asserted-by":"publisher","DOI":"10.1080\/21640629.2020.1851934"},{"key":"e_1_3_3_28_1","doi-asserted-by":"publisher","DOI":"10.1017\/CBO9780511803932"},{"key":"e_1_3_3_29_1","volume-title":"Cultivating Communities of Practice: A Guide to Managing Knowledge","author":"Wenger E","year":"2002","unstructured":"Wenger E, McDermott R, Snyder WM (2002) Cultivating Communities of Practice: A Guide to Managing Knowledge. Boston, Massachusetts, USA: Harvard Business School Press."},{"key":"e_1_3_3_30_1","first-page":"13","volume-title":"Learning in Landscapes of Practice","author":"Wenger-Trayner E","year":"2015","unstructured":"Wenger-Trayner E, Wenger-Trayner B, et al. (2015) Learning in a landscape of practice: A framework. 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