Abstract
Background/Purpose: Student retention in physical education teacher education (PETE) programs is critical to promoting high-quality physical education in schools. This aspect of the current study was to investigate PETE program coordinators’ perceptions of their role in the process of retaining students within their programs.Method: Thirty-six PETE program coordinators (12 males and 24 females) completed in-depth interviews. The data were analyzed using a standard interpretative approach grounded in inductive analysis and constant comparison.Results: The PETE coordinators in this study perceived retention to be: (a) aligned with core job expectations, (b) grounded in relationships, (c) impacted by external and policy factors, and (d) limited by time and resources.Discussion/Conclusion: Retention in PETE is supported when faculty members utilize constructivist learning pedagogies and develop a sense of belonging among PETE students. Retention issues may be addressed through involvement with state policymakers and professional organizations.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
