Abstract
Purpose: There is little known about the state of teacher education programs in this field. The aim of this article is to provide a descriptive analysis of physical education and health education teacher education programs in the United States. Method: Using published curriculums, a census of active undergraduate teacher education programs and a more in-depth analysis of one program from each state based on interviews with program coordinators was conducted. Findings: Data are reported across nine categories: (a) institution and program classifications, (b) degree designations, (c) degree and major’s hours, (d) enrollment, (e) program status and trends, (f) admission and graduation requirements, (g) curricular time, (h) faculty demographics, and (i) health education. Conclusions: The data show that there is a broad interpretation of what counts as physical and health teacher education in terms of curriculum, and there are significant and pressing challenges for the field to address moving forward.
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