Physical Education Teacher Education Faculty Research Articles

Meritocracy and material consequences at the intersection of race, class, and disability for pre-service PE teachers

Disproportionate rates of poverty among Black and Latine populations in the United States exemplify material consequences and ideological meritocracies of systemic racism. While education is often touted as a way to escape poverty, legacies of racism, classism, and ableism embedded within higher education and physical education teacher education (PETE) confront Black and Latine undergraduates directly, forcing them to navigate additional emotional and social barriers. We examined how Black and Latine pre-service physical education (PE) teachers enrolled in predominantly white institutions faced specific hurdles and/or barriers to teacher licensure along with material consequences of classism and ableism. We used qualitative visual inquiry, including narrative-based, semi-structured, and conversational interviews, and photo elicitation. We analyzed data deductively using intersectional Critical Race Theory. The first theme highlights a collective narrative of socioeconomic status’ bounding role in participants’ PETE stories, evidencing potential disruptions to successful teacher licensure. We then shift focus to share the stories of four Black and Latine pre-service PE teachers with learning disabilities. Participants highlighted a discourse of meritocracy, where academic accommodations were perceived as “advantages,” overlapping with institutional neoliberalism that ignores systemic oppression for poor and working-class pre-service PE teachers with and without learning disabilities. Participants’ narratives highlight systematic patterns of marginalization related directly to socioeconomic status and learning ability that PETE faculty and administrators are responsible for addressing.

The Impact of Role Models and Experiences on Physical Education Teacher Education Students’ Technological, Pedagogical, and Content Knowledge

Preparing future physical education teachers to effectively integrate technology is a responsibility of physical education teacher education (PETE) programs. The purpose of this study was to examine 124 PETE students’ Technological, Pedagogical, and Content Knowledge (TPACK) levels, role models for TPACK, and first-hand experi-ences with TPACK. Participants completed the Survey of Preservice Physical Education Teachers’ Knowledge of Teaching and Technology. Descriptive statistics, analysis of variance, and stepwise regression were used to determine TPACK levels, differences among participants, and predictors of TPACK. Results indicated that PETE students had high levels of TPACK (M=4.0, SD = .76) and that PETE faculty modeling was the most significant predictor of TPACK. TPACK was observed and experienced mostly with video analysis/demonstrations and activ-ity monitoring.

Perspectives on Inclusion in Physical Education From Faculty and Students at Three Physical Education Teacher Education Programs in Chile

Discourse about, and the preparation of teachers regarding, the inclusion of all students has been lacking in Latin America broadly, including Chile. The purpose of this study was to examine the perspectives of physical education teacher education (PETE) faculty members and undergraduate students on inclusion and social justice in Chile. Grounded in social constructionism, the research design of this qualitative inquiry was descriptive multiple case study. The 16 participants were PETE faculty—that is, two assistant professors and one adjunct faculty member (n = 3) and three heads of programs (n = 3)—as well as undergraduate students (n = 10) across three PETE programs in Chile. The primary data sources were 12 individual semistructured interviews with heads of the program and faculty and three focus group interviews with undergraduate students across programs. The qualitative data were analyzed using thematic analysis to draw on different themes capturing the perspectives on inclusion and social justice within the Chilean physical education curriculum. Findings were presented through themes and subthemes across PETE programs. Three major discussion themes are presented: (a) disability framed within a deficit model, (b) inclusion as an adapted pedagogical practice, and (c) inclusion as a rights-based model for equality of opportunities. We conclude, analytically, that a lack of critical critique of the deficit model of disability, adapted pedagogical practices alone, and sameness manifests forms of marginalization to students with disabilities in physical education.

Washing Up: Deciding on a Career in Higher Education

Scholars have identified Physical Education (PE) as a marginalized subject within schools. This may lead to feelings of isolation, marginalization and reality shock and may end in washing out of best practice or exiting from the profession altogether. Some Physical Educators choose to leave the K-12 classroom and pursue a career in teacher education. The authors have conceptualized the upward movement into Physical Education Teacher Education (PETE) as “washing up”. This phenomenon is examined through the lens of Occupational Socialization Theory (OST) to better understand PETE doctoral students and PETE faculty members’ career paths. Two types of trajectories for DPETE students and PETE faculty are discussed. Type 1 have had no K12 teaching experience, whereas Type 2 have had at least 1 year of K-12 teaching experience. This manuscript is the beginning of a conversation to better understand career paths in PETE with numerous implications for research.

Social–Emotional Learning Through Adventure Education in PETE: Strategies for PETE Faculty

The affective domain can be difficult to teach and define and is underactualized in Physical Education (PE) and Physical Education Teacher Education (PETE). Through the lens of Occupational Socialization Theory (OST), affective domain issues are understood as more significant problems within the PE enterprise, starting with PETE faculty members’ training and acculturation into PE of decades-old approaches and conceptions of the subject. Literature indicates that Pre-Service Teachers (PSTs) need more experience participating and teaching affective-based curriculum models and pedagogical content like Adventure Education (AE) during PETE. When PETE and thus secondary PE programs are ruled by the hegemonic norm of multi-sport-based activities, they can miss the mark on cultural competency and teaching and assessing the affective domain. By giving PETE PSTs affective-based experiences as participants and facilitators, PSTs may have more holistic perspectives (learning and teaching through all three domains of learning) and may become more culturally competent teachers. This paper provides four strategies to implement AE within PETE programs and requirements of sequencing. As PETE evolves and improves content and delivery mechanisms to meet learners’ needs (PSTs and students in K-12 PE), the propensity for change in the enterprise of PE increases as positive benefits of affective-based teaching ripple through generations of new students acculturated into the field every day.

Preservice Physical Education Teacher Preparation for Health-Related Fitness Testing: A Faculty Perspective

Purpose: This study aimed to examine how physical education teacher education (PETE) programs prepare preservice physical education teachers (PPETs) for implementing health-related fitness testing (HRFT) in K–12 schools from a faculty perspective. Methods: The study applied a phenomenological approach. Seven PETE faculty participated in this study. Data were collected through semistructured interviews, online surveys, and course documents. Constant content analysis was performed to generate themes. Results: The study discovered four themes: (a) required courses are the primary means for preparing PPETs to use HRFT, (b) cooperating teachers can negatively influence the faculty’s role in HRFT preparation, (c) PPETs explored the use of HRFT in PETE programs through peer teaching and testing activities, and (d) there was a lack of field-based experiences in local schools for HRFT preparation. Conclusion: PETE programs provided some courses to prepare PPETs for the HRFT implementation with the lack of time and field experience.

Learning on the fly: Transitioning from doctoral student to physical education teacher educator

Occupational socialization theory has been extensively applied to study the recruitment, professional preparation, and ongoing socialization of inservice physical education teachers. Less is known, however, about the socialization of physical education teacher education (PETE) faculty members. This qualitative panel study aimed to understand early career faculty members’ perspectives on their preparation for and experiences in the role of teacher educator. Participants included 23 faculty members and data were collected through interviews over five years. Research team members analyzed the data using both deductive and inductive analysis strategies. Data analysis resulted in three themes that unpacked participants’ experiences relative to teaching in higher education. The findings indicated that in the United States (US), PETE doctoral education provides teaching opportunities, but lacks explicit teacher education training. Moreover, doctoral education focuses on research, but initial positions tend to focus on teaching, and PETE faculty members are compelled to develop into effective teacher educators. Taken together, faculty responsible for leading US PETE doctoral programs should consider the importance of embedding intentional and progressive teacher educator-related opportunities supplemental to graduate program requirements.

Perceived organizational support, marginalization, isolation, emotional exhaustion, and job satisfaction of PETE faculty members

Research has highlighted the role of workplace experiences in relation to outcomes, such as job satisfaction, among inservice physical education teachers. More recently, scholars have extended this line of scholarship to explore how higher education faculty members experience and navigate the sociopolitical context of higher education. Guided by occupational socialization theory, the purpose of this study was to understand the interactions among workplace experiences, which include perceived organizational support, marginalization, isolation, and emotional exhaustion, and their association with physical education teacher education faculty members’ perceived job satisfaction. Toward this end, a theoretically driven conceptual model was developed and evaluated using structural equation modeling. The sample comprised 283 United States (US)-based physical education teacher education (PETE) faculty members, and data were collected through an online survey that aimed to measure the identified study variables. Confirmatory factor analysis was conducted to verify the factor structure before advancing to structural equation modeling. The results of structural equation modeling supported the hypothesized relationships among variables, C3(141) = 294.56, p < .001; RMSEA = .075 (90% CI = [.066, 0.085], p < .001); SRMR = .057; NNFI = .962; CFI = .969. While some of the pathways were not significant, the associations of perceived organizational support on emotional exhaustion and job satisfaction were partially mediated by marginalization and isolation. Faculty members’ perceived organizational support and emotional exhaustion were important predictors of the perceptions of job satisfaction. Further research exploring the skills faculty utilize to increase and manage emotional exhaustion is warranted.

Understanding US PETE Faculty Stress in the Sociopolitical Environment of Higher Education

Teacher socialization theories have been extensively applied to understand the sociopolitical stressors faced by inservice physical education teachers. On the other hand, little is known as it relates to how physical education teacher education (PETE) faculty members experience and navigate stress in their jobs. Through the lens of occupational socialization theory, this study sought to understand US PETE faculty members’ experiences navigating the stress of their work in sociopolitical department and university environments. Participants included 36 US PETE faculty members (20 female, 16 male). Data were collected using in-depth, semi-structured interviews. Results highlighted the ways in which participants experienced and navigated the stress associated with their work environments. Specific themes included: (a) ambiguous, conflicting, and high expectations for performance contribute to role stress, (b) department cultures can challenge and marginalize physical education, (c) (development of) personal approaches and coping strategies to manage role stressors, and (d) networks of support are integral to faculty development and socialization. Results are discussed with implications for how various roles and the internalization of those roles impacted participants’ perceived stress while addressing the intra- and interpersonal strategies participants employ to navigate these stressors. Recommendations related to both doctoral education and continuous faculty development are provided and future directions for research are forwarded.

Chapter 4: Physical Education Teacher Education Initial Certification: Meeting the Challenges

The physical education teacher education (PETE) faculty charged with oversight and delivery of initial teacher licensure programs confront several challenges. Some necessitate responses to revised and new standards, while others can be reframed as timely opportunities for improvement and innovation, whether in response to or in anticipation of rapid, dramatic societal change. Six examples of challenges as opportunities are discussed in this chapter: (a) the need to determine the skills, essential knowledge, values, and sensitivities for work practices in the schools of the future; (b) the dual priority for evidence-based practices in PETE and in school programs; (c) PETE faculty members’ obligations to adapt their pedagogical practices and revise preservice programs in concert with expert, veteran teachers from schools with exemplary programs; (d) manifest needs to make choices among competing, evidence-supported physical education program models; (e) needs and opportunities to redesign PETE programs, especially those located in kinesiology departments; and (f) emergent policy imperatives to demonstrate the value-added effects, both short- and long-term, on tomorrow’s teachers.

Making a Case for Physical Education Teacher Education as a Viable Degree Program in Colleges and Universities

Physical education teacher education (PETE) programs are responsible for the development and preparation of future physical education teachers and, at the K–12 level, physical education is an essential part of a curriculum that promotes the whole child. PETE programs in colleges and universities are therefore critical to the future of K–12 physical education programs, because it is the PETE program and faculty who will prepare the next generation of physical educators in the United States. Quality physical education programs benefit students both academically and physically; K–12 students who are healthy and active are better prepared to learn and grow. Physical education programs must provide students with the knowledge and skills needed to participate in a lifetime of physical activity and healthy habits. Quality PETE programs graduate certified physical educators who are equipped to be successful in schools and who understand the value of creating a culture of health and wellness within the school setting. Subscribe to TPE

Physical Education Teacher Education Student Teaching Placement Procedures: A Descriptive Analysis

ABSTRACT The purpose of this study was to describe the placement procedures of physical education teacher education (PETE) programs in the United States. Participants were active 4-year traditional baccalaureate programs at state universities within the United States who were accredited by the Council for the Accreditation of Educator Preparation (CAEP). Of the 100 institutions invited to participate, 40 PETE programs completed the questionnaire. Participants reported the majority of their programs (62.5%) were organized under the college of education while 37.5% reported being organized under other colleges. No program reported being organized as a singular college. The median and mode for teacher candidates undergoing student teaching in the winter 2016 semester was 8. The majority of programs (92.5%) reported student teaching being one semester only and 80% reporting two or more cooperating teachers being utilized during that time. When asked who selected student teaching placements, 22.5% of programs reported the college of education alone, 45% reported the college of education with PETE faculty input, 27.5% reported PETE faculty, and 5% reported other. Congruency between the preparation program and the placement site was the most frequently reported factor when selecting a student teaching site, followed by availability of the cooperating teacher, and then by particular cooperating teacher qualities. No correlation was found between governance structure, placement official, or primary factor for placement selection.

The Emotionality of Whiteness in Physical Education Teacher Education

ABSTRACTThe physical education teacher education (PETE) pipeline makes it clear to historically racially minoritized pre-service teachers the value of White norms and experiences while simultaneously “othering” their cultural knowledge. Using Critical Race Theory, Critical Whiteness Studies, and emotionality as theoretical frameworks, this visual narrative inquiry explored self-identified Black and Latinx pre-service physical education teachers’ (n = 10) stories of a racialized identity within predominantly White PETE programs as well as the emotionality of whiteness for myself as a White researcher and teacher educator. I utilized narrative-based semi-structured and conversational interviews, along with photo-elicitation, as methods of data collection. The results contrast participants’ experiences of normalized racism with my heightened emotions of shock and dismay, shedding light on my own white emotionality toward racism. The critical examination of the emotions of whiteness demonstrated the potential to lead PETE faculty toward deeper reflection as to how whiteness is upheld, but also how they might further work to de-center whiteness within their pedagogies, curricula, and programs.

Delphi investigation of strategies to develop cultural competence in physical education teacher education

ABSTRACT Background: The shifting demographics of the United States population remains a central challenge for the education sector. A pressing concern rests with the continued cultural gap that exists between a largely homogenous teacher labor force and an increasingly heterogeneous student population. Provided the longstanding existence of a cultural gap, there have been calls for scholars to identify strategies that could help current and future teachers bridge this gap in their classrooms. Purpose: The purpose of this study was to generate consensus regarding the strategies physical education teacher education (PETE) programs can adopt to develop cultural competence among physical education teacher candidates. Method: The study employed a three-round Delphi process involving the repeated circulation of a survey to panel members (N = 12) with a record of pedagogic and/or scholarly engagement with cultural competence. In Round-I, participants were provided an open-ended question that prompted them to list up to ten strategies a PETE program could use to promote cultural competence in teacher candidates. During Round-II, participants were then asked to rate the list of strategies regarding the impact and contextual feasibility within a PETE program. In Round-III, participants again rated the same list of strategies with the considerations of other panelists’ ratings. Results: The Delphi panel created an initial list of 37 strategies that could be used to develop cultural competence in teacher candidates. Round-II and Round-III data were analyzed using descriptive statistics to calculate group means. Expert consensus determined eight cultural competence strategies as the most impactful and feasible for PETE programs. The eight strategies illustrated how cultural knowledge, critical awareness, skill development, and environmental supports all need to be addressed. Faculty buy-in and departmental leadership were also identified as critical to executing those strategies. Discussion/Conclusion: The list of strategies is not intended to be exhaustive; however, it does provide a guide for PETE faculty to start the process of promoting cultural competence. In light of the growing societal emphasis on issues pertinent to the cultural gap in teaching, the authors encourage further investigation of the actual impact and feasibility of these strategies.

Beyond bricks and mortar: a qualitative examination of factors influencing diffusion of an innovative PETE graduate program

ABSTRACT As novel approaches to post-graduate education emerge and professional learning concepts evolve, there is a need for additional research investigating the processes by which physical education teacher education (PETE) faculty and administrators conceptualise and launch non-traditional graduate programming. The purpose of this study was to investigate stakeholders’ perceptions of the factors influencing the diffusion of a one-year, contextually based, full-immersion master’s degree in PE. Six stakeholders, including individuals from a mid-sized university, a global fitness corporation, and a rural K-12 school district all located within the United States, participated in semi-structured interviews. Deductive content analysis methods were used to analyse the data. Utilising Roger’s Attributes of Innovation, eleven sub-themes emerged. Findings represent stakeholders’ perceptions of facilitators and barriers to the implementation and diffusion of an innovative effort to deliver graduate education. Challenges and lessons learned provide insight for PETE faculty and administrators seeking to expand graduate education beyond bricks and mortar.

Faculty Beliefs Concerning the Preparation of Physical Education Teacher Education Students for Appropriate Practices

Teachers are expected to follow appropriate practices within their content areas. For physical education (PE) teachers, many of these practices are outlined in the Society of Health and Physical Educators’ (SHAPE America, 2009) Appropriate Instructional Practice Guidelines, K–12. This study examined the extent to which undergraduate physical education teacher education (PETE) programs are preparing their preservice PE teachers for implementing appropriate practices. PETE faculty (N = 124) across the United States responded to an electronic survey assessing their institutions’ current practices in the five constructs of Learning Environment, Instructional Strategies, Curriculum, Assessment, and Professionalism adapted from SHAPE America’s (2009) Appropriate Instructional Practice Guidelines, K–12. PETE faculty generally agree that their programs are preparing students to implement appropriate practices, particularly in the area of Instructional Strategies. PETE programs may wish to examine what they are doing to prepare their majors to implement appropriate practices and develop strategies to improve any areas of weakness, as these practices are indicators of high-quality physical education.Subscribe to TPE

Preparing PETE Students for Appropriate Practices: Identifying Areas for Improvement

All professionals are expected to follow best practices within their disciplines. In physical education (PE), many such practices are outlined in the Society of Health and Physical Educators' (SHAPE America) Appropriate Instructional Practice Guidelines, K-12 (2009). Physical education teacher education (PETE) programs are responsible for the preparation of future PE teachers, including teaching them about appropriate and inappropriate practices. Overall, PETE faculty generally agree that their programs are preparing students to implement appropriate practices when they become PE teachers. However, this is not true across all practices or for all PETE programs. Individual programs may wish to examine what they are personally doing to prepare their majors for appropriate practices and develop strategies for any areas in need of improvement. The purpose of this article is to discuss those appropriate practices from SHAPE America's Appropriate Instructional Practice Guidelines, K-12 (2009) that PETE students are least prepared for, as reported by program faculty, and to provide strategies to prepare these students to implement these appropriate practices when they enter the profession.

Physical Education Teacher Education Faculty Self-Efficacy Toward Educational Technology

The role of technology in physical education instruction has expanded greatly over the past few years. Because of the influence that physical education teacher education (PETE) faculty have on the development of teacher candidates’ technology knowledge and skills, this study sought to examine the technology integration selfefficacy levels of PETE faculty. Participants included a sample of 76 PETE faculty from the United States who completed the Educator Technology Self-Efficacy Survey consisting of items related to the ISTE Standards for Teachers (Standards-T) and physical education–specific technology. Statistical analyses revealed a moderate overall rating of technology self-efficacy (M = 3.7, SD = 0.63), with facilitating and inspiring student learning and creativity with technology being the highest rated of the Standards-T (M = 3.83, SD = .66). Faculty selfefficacy for projectors and faculty self-efficacy for pedometers were among the highest rated specific PE technologies. Findings suggest that PETE faculty are generally confident in their technology integration capabilities, which is a positive for PE teacher candidates.Subscribe to TPE

Chapter 6: Recruitment in PETE: Interview Results and Discussion

Background/Purpose: Physical education teacher education (PETE) programs have experienced enrollment decline, leading some PETE faculty to consider increasing efforts to recruit new students to their programs. This aspect of the current study sought to investigate PETE program coordinators’ perceptions of possible causes for decreased PETE enrollments as well as their role in, and barriers to, recruiting preservice teachers.Methods: Thirty-six PETE program coordinators (12 males and 24 females) participated in in-depth interviews. The data were coded using a standard interpretative approach grounded in inductive analysis and constant comparison.Results: PETE faculty members perceived declining enrollments to be related to negative public perceptions of education, low-quality K-12 physical education, academically unprepared PETE students, and restructuring programs to emphasize other kinesiology areas. Though compelled to recruit, PETE coordinators questioned their responsibility to do so and reported lacking time and training to be effective.Discussion/Conclusions: PETE coordinators favor recruiting strategies that are less time-intensive and match their academic skill set.

Guideposts and Roadblocks to the Career-Long Scholarly Engagement of Physical Education Teacher Education Faculty

ABSTRACTPurpose: Scholarship is essential for the growth and development of the physical education field. Over time, scholarship expectations have changed, forcing faculty members to alter time spent for research, teaching, and service. Social-cognitive career theory (SCCT) presents a model for understanding performance and persistence in an occupational environment. The interconnected aspects of SCCT have different emphasis related to self-efficacy, outcome expectations, or personal goals pursuit. This study explored physical education teacher education (PETE) faculty members’ continuing engagement in scholarly activity through SCCT. Method: Data collection included interviews with 9 senior PETE faculty members who met the criteria for “productive scholars over time.” Curriculum vitae were collected to verify productivity. Results: Data analysis revealed guidepost themes that included collaborating, finding balance, defining a research process, and maintaining a strong work ethic. Roadblocks encountered included other obligations and lack of support for research. Conclusions: Participants demonstrated strong self-efficacy; held high, positive expectations for success; and set very specific, clear, and deliberate goals. Participant behavior was moderated by their personal attributes (capacity to build relationships, set goals, and maintain interest and passion) and was tempered by the environments in which they worked. Fostering similar behaviors has the potential to guide future and current PETE faculty members in creating supportive and encouraging atmospheres for sustained productivity. The lack of literature relating to this topic warrants the need for more research exploring the influential factors and benefits gained from sustained scholarly productivity over time for PETE faculty members.