My entry to, and development in, physical education teacher education

(PETE) is mapped to Lave and Wenger’s (Situated learning: legitimate

peripheral participation. Cambridge University Press, Cambridge, 1991)

concept of legitimate peripheral participation (LPP). The intention is

to encourage physical education teacher educators to consider utilising

the concept of LPP to guide self-study that explores the extent to

which their learning trajectory enhances or inhibits the move towards

full participation in a PETE community of practice (whatever that is

determined to be). The chapter examines the experiences and challenges

faced as I strove towards investing in a professional PETE community

that resided within a university department.