The coronavirus 2019 (Covid-19) pandemic has given rise to significant global challenges across education, and specifically in the physical education teacher education (PETE) community. Students attending teacher education programmes during the Covid-19 pandemic have experienced an abrupt and unprecedented pedagogical transition from a face-to-face capacity to remote teaching, learning, and assessment environments. Crucially, student teachers’ school placement experiences faced increased challenges and practical implications from additional environmental and social changes. In the context of continued global and national challenges for initial teacher education (ITE) programmes, the present qualitative study, using a representative sample of 24 student physical education (PE) teachers from a PETE programme, investigates the perceived implications of the Covid-19 pandemic on student teachers’ practice and wellbeing during their final 2020/2021 academic year. Results indicate that student teachers maintain that exercise, connections with the university and school placement communities, alongside personal and professional organisation skills serve as resilience resources protecting their wellbeing. Conversely, student teachers express that school placement isolation, restricted PE delivery, increased workload, low teacher efficacy, and the responsibility to implement Covid-19 behaviour regulations presented as challenges that negatively affect their wellbeing. The paper concludes with practices that may further support PETE and ITE programmes and their student teachers to maintain a stable level of wellbeing throughout their careers.

2019 年冠状病毒 (Covid-19) 大流行给整个教育领域，特别是体育教师教育 (PETE) 社区带来了重大的全球挑战。在 Covid-19 大流行期间参加教师教育计划的学生经历了从面对面教学到远程教学、学习和评估环境的突然和前所未有的教学转变。至关重要的是，学生教师的学校安置经历面临着额外的环境和社会变化带来的更多挑战和实际影响。在初始教师教育 (ITE) 计划持续面临全球和国家挑战的背景下，本定性研究使用来自 PETE 计划的 24 名学生体育 (PE) 教师的代表性样本，调查 Covid-19 大流行对学生教师在 2020/2021 学年最后一个学年的实践和福祉的感知影响。结果表明，学生教师保持这种锻炼，与大学和学校安置社区的联系，以及个人和专业组织技能，作为保护他们福祉的弹性资源。相反，学生教师表示，学校安置隔离、体育教学受限、工作量增加、教师效率低下以及实施 Covid-19 行为法规的责任是对他们的福祉产生负面影响的挑战。本文最后提出了一些实践，这些实践可能会进一步支持 PETE 和 ITE 项目及其学生教师在整个职业生涯中保持稳定的幸福感。