Turning Constraints into Adaptive Behavior: Secondary Pre-Service Teachers’ Bricolage and Agency in Physical Education

As secondary educational environments face increasing volatility due to systemic resource constraints and pedagogical uncertainty, understanding the behavioral mechanisms of teacher agency has become paramount. While traditional teacher education has emphasized the execution of standardized curricula, the current era demands a fundamental shift toward adaptive expertise and psychological resilience. This study investigates the processes by which 28 secondary pre-service physical education teachers (PSTs) navigate instructional resource deficits through the lens of adaptive behavior (bricolage) and ecological teacher agency. Utilizing a qualitative case study design, I collected data from two universities in Seoul, South Korea, through reflective journals, revised lesson plans, and micro-teaching video analysis reports over a full 15-week semester. The results identified five coordinates of an adaptive instructional design compass: (1) Facing Constraints, (2) Resource Mining, (3) Contextual Engineering, (4) Simulation, and (5) Reflective Participation. These coordinates represent a transformative behavioral process where PSTs convert environmental deficits into professional assets. The findings reveal distinct adaptation styles based on psychological dispositions: the analytically oriented group (Group A) prioritized structural redesign through digital tools, while the narratively oriented group (Group B) utilized human-centric somatic metaphors and virtual rehearsals to bridge the epistemic void. Crucially, this research suggests that teacher adaptation is not a mere technical adjustment but a dynamic behavioral achievement of agency that ensures the long-term instructional quality of physical education. I propose that teacher education programs should incorporate “Safe Deficit” simulations—carefully calibrated instructional constraints—to trigger adaptive behavior and ensure that future educators can thrive in unpredictable pedagogical contexts without the risk of professional burnout.