Physical Education Teacher Education Programs Research Articles

Occupational Socialisation of Physical Education Teacher Candidates Teaching Students with Disabilities

ABSTRACT This study examined the occupational socialisation of physical education teacher candidates specific to their experiences with students with disabilities (SWD) prior to and during their Physical Education Teacher Education (PETE) programme, and how these experiences influenced their early teaching practices. Participants were teacher candidates (N = 12) from a PETE programme in the northeastern United States. This study was situated in descriptive-qualitative methodology using a multisite interview approach. Data were collected via personal data sheets, field notes, artefacts, and semi-structured interviews. Four themes emerged from the thematic line-by-line analysis: (1) professional attractors and facilitators; (2) unpreparedness, self-doubt, and frustration; (3) conflicting expectations; and (4) fears of challenging status quo. The teacher candidates experienced challenges unique to teaching SWD in the PK-12 setting during their occupational socialisation. Participants shared the experiences they most valued in their process of learning to teach SWD, including authentic teaching experiences.

Using Secondary Teachers for Frontline Recruitment: The Lost Link for Recruitment

Using Secondary Teachers for Frontline Recruitment: The Lost Link for Recruitment Cate A. Egan PhD, Grace Goc Karp PhD, Karie Orendorff PhD, Robert Daniel Michael PhD, Daniel Campbell PhD, Nicole Weinman MED, and Steven Gram, MED Abstract There has been a steady decline of students enrolled in physical education teacher education (PETE) programs. The purpose of this study was identify the extent to which Idaho middle and high school physical education teachers recruit students into PETE programs. A 30 question electronic survey was developed and sent to a convenient sample (n=173) physical education teachers in the state of Idaho using publicly available email lists. The data were analyzed using descriptive statistics using Qualtrics™ and Microsoft Excel software. The results showed that only 22% (n = 34) recruit for enrollment into PETE programs and 72% (n = 113) do not recruit. The most popular methods of recruitment include the use of mentors (n = 14; 41%), teacher certification programs (n = 10; 29%), websitesGa (n = 8; 24%), speakers (n = 8; 24%), handouts (n = 4; 12%), program flyers (n = 4; 12%), degrees (n = 3; 9%) and other (n = 7; 21%). There is limited knowledge about the recruitment of middle and high school students into PETE programs; coupled with the decline in students entering PETE programs, there is a need to better understand recruitment practices. Continued research on recruitment strategies is warranted. Full Text: PDF DOI: 10.15640/jpesm.v7n2a5

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

Sociocultural processes of ability in Physical Education and Physical Education Teacher Education: A systematic review

The aim of this study is to systematically review the empirical evidence about the sociocultural processes of ability in Physical Education (PE) and PE Teacher Education (PETE) between 2004 and 2019. Content analysis of 17 included articles demonstrated that all the studies took place in PE, but none were conducted in PETE. Qualitative methodologies were common, underpinned by a variety of theoretical approaches, such as those focused on social structures, discourses, power relations and pedagogical approaches that (re)produce social constructions of ability. Our analysis resulted in four main themes: structuring elements of the field, the able student in PE, (mis)educational consequences and practical implications. In considering findings from this study, three reflections are presented: (a) there is a clear gap in PETE literature about the sociocultural process of ability in PE; (b) understanding ability as movement literacy could be useful in PE; and (c) future research exploring how ability is socially constructed by different groups of people is needed. PETE programmes should incorporate pedagogical practices in their curriculums directed to challenge students’ views about ability, enabling them at the same time to provide more habitable learning environments in their future practice.

Technology in Physical Education Teacher Education: A Call to Action

ABSTRACT Teacher education programs have been tasked with the responsibility to develop educators who can successfully infuse technology into their teaching. Despite standards-based expectations, a plethora of technology infusion opportunities, and the importance of faculty roles as models and teachers, physical education teacher education (PETE) programs have yet to demonstrate current expectations for teaching with and about educational technology. In this article, the authors provide a glimpse into the educational technology requirements, challenges, and strategies for teacher education/PETE programs. The authors suggest a call to action among PETE programs to address the issues that prevent PETE graduates from entering their teaching careers less than equipped to effectively use technology to enhance teaching and learning.

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.

PETE CRITICAL PEDAGOGIES FOR A NEW MILLENIUM

Estudo sociocrítico e pedagogia crítica, nas últimas três décadas, são centrais na formação de professores de Educação Física. O objetivo deste artigo é providenciar um retrato da história do projeto crítico na formação de professores de Educação Física e oferecer uma análise das pedagogias críticas na sociedade ocidental contemporânea. Nesse texto, as representações de pedagogia crítica são classificadas nos focos sobre (a) reflexão crítica, (b) pedagogias do “desconforto”, (c) princípios democráticos, embora os autores reconheçam que na formação de professores tais categorias sobrepõem-se e não são independentes entre si. O artigo conclui que as relações entre professores e alunos na formação inicial em Educação Física são construídas com base na confiança, no cuidado e, secundariamente, que conexões entre professores que atuam na formação superior e a comunidade mais ampla que ensina Educação Física são importantes para providenciar as condições necessárias para as pedagogias críticas nos cursos e programas que formam professores.

Declining Numbers in PETE Programs: Secondary Teachers as the Front Line of Recruitment

Universities have seen a steady decline in students enrolled in teacher education programs. This also includes physical education teacher education (PETE) programs, which directly affects the future of our profession. With PETE programs closing or facing the threat of closing due to low enrollment, we need to come up with out-of-the-box ideas to help with low enrollment not just for our profession (that we are so passionate about) but for the future of today's youth.

Assessment within Physical Education teacher education: the case of Fontys University in The Netherlands

In recent years, the Physical Education Teacher Education (PETE) curriculum of Fontys University has been completely redesigned (see our abstract in this monograph, round tables section). During this particular workshop we will present more background and detail on how we prepare our PETE students to become successful PE teachers. We will elaborate on the educational and assessment approach within our PETE program and discuss examples of learning tasks that we employ within our program to educate our students. We will present specific examples of assessment programs (i.e. school placement, movement domains, theory), authentic (formative and summative) assessment tasks and (digital) assessment tools. During the workshop, and in order to learn from each other, we invite you to discuss our approach to PETE and to share and compare your own experiences.

A student-centred digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers

There is a lack of research on the use of digital technology in physical education teacher education (PETE) and its relationship with the learning and engagement of pre-service teachers. Furthermore, research reports low engagement of pre-service teachers in digital approaches that do not promote active learning and are mostly teacher-centred. This paper aims to: (a) explore the relationship between a student-centred digital technology approach and the pre-service teachers’ intrinsic motivation, learning climate and academic achievement; and (b) test the relationship between learning climate and intrinsic motivation as possible predictors of academic achievement. The student-centred digital technology approach was designed following an adaptation of the five-phase pedagogical guidelines for teaching with emerging technologies. Two intact classes ( n = 110 students) and one teacher educator were involved in the study. Following a mixed-method approach, quantitative data was collected on pre-service teachers’ intrinsic motivation, learning climate and academic achievement. Qualitative data explored pre-service teachers’ tweets and learning blogs. Choice and novelty were two central tenets that conditioned high levels of intrinsic motivation and academic achievement. The study provides support for the use of active learning environments where pre-service teachers are involved in creative content production using digital technology in PETE programmes. Given the growing role of digital technology for learning in educational policies and new physical education curricula, we advocate for the publication of more research-based experiences on the integration of digital technology in PETE programmes. The transferability of such teaching and learning experiences to pre-service teachers’ and physical education teachers’ practice would be especially worthwhile.

The edTPA and Physical Education Teacher Education: Working in Tandem to Prepare Successful Teachers

Very few articles, chapters or professional presentations exist that are devoted to implementing the Teacher Performance Assessment (edTPA) within physical education teacher education (PETE) programs. Given the climate of high-stakes assessment permeating both K–12 schools and educator preparation programs, it is encouraging to know that the best teaching practices of the edTPA closely match the expectations of exemplary physical education teachers. The purpose of this article is to share the best practices PETE programs may implement to help candidates be successful, not only in completing the edTPA, but also in becoming quality physical education teachers. This overview will examine how the edTPA was implemented at a PETE program in a small university that was chosen as a pilot for the Teaching Performance Assessment Consortium of the Stanford Center for Assessment, Learning, and Equity. The PETE program implemented the three tasks of the edTPA over a four-year period, specifically focusing on the areas of: (1) using K–12 students' prior experience and knowledge to plan lessons, (2) designing differentiated lessons to meet all children's needs, (3) using formative and summative assessments and implementing specific feedback for students of differing abilities, (4) teaching academic language in physical education, and (5) analyzing teaching through video recordings.

The Way They Care: An Ethnography of Social Justice Physical Education Teacher Education

The concept of teacher education (TE) for social justice has limited exploration contexts of historically Black colleges and universities, preservice teachers of color, and physical education teacher education (PETE). To address this gap, I sought to explore how social justice manifested within a historically Black PETE program. Using the ethnographic methods of interviews, observations, and artifact analysis, this article emphasizes one of many major themes that emerged from a larger ethnography—caring. Undergirded by a framework of analysis that viewed teaching and learning as highly contextual and social justice as multifaceted, the results of this study indicated that caring is a form of TE for social justice, and that although teacher educators expressed care individually, it was part of a larger institutional ethos of care.

Validation of volleyball common content knowledge test

Aim: Aim of this study was to check and evaluate the validity and reliability of volleyball common content knowledge (CCK) test for physical education teachers. Methods: Rasch modelling was used for validating the test and data were collected from 214 physical education teacher education (PETE) students. The expert group followed a four-step test developing process and developed 20 test items. Results: Results showed that 18 of 20 test items demonstrated high internal consistency and reliability for both test items and person attended this study. The wrightmap showed that items demonstrated the cumulative norm. Conclusion: The developed test is valid and reliable for measuring volleyball CCK level of PETE students and physical education teachers. The knowledge base acquired from such CCK test may assist policymakers and university faculty to design the PETE programs as well as professional development programs.

Infusing Physical Activity Leadership Training in PETE Programs Through University–School Partnerships: Principals’ and Graduate Students’ Experiences

With the emerging trend of physical education teacher education (PETE) programs incorporating Comprehensive School Physical Activity Program (CSPAP) training to prepare preservice teachers and future teacher educators to be competent Physical Activity Leaders (PAL), little is known about the feasibility of such programs. Therefore, this study examined graduate students’ (future teacher educators) and principals’ experiences implementing CSPAPs through a university–school partnership model. Six graduate students served as PALs in elementary schools. Focus group discussions at 6 months and interviews at 1 year were conducted with the PALs, while 4 principals participated in individual interviews at the end of Year 1. The audio-recorded data were transcribed verbatim and analyzed inductively. Both PALs and principals experienced challenges in implementing other components of CSPAPs beyond physical education mainly due to time constraints. Collaboration and rapport building with school staff would aid in the implementation of CSPAPs. Continual feedback and supervision could improve the graduate students’ skills in performing their roles as PALs in schools. As PETE programs across the United States are finding ways to prepare students to be competent PALs, this study provides valuable information for challenges and future considerations for CSPAP infusion in PETE programs. Subscribe to TPE

Chapter 5: Recruitment in PETE: Survey Results and Discussion

Background/Purpose: This aspect of this study examined physical education teacher education (PETE) program coordinators’ perspectives on their role in student recruitment, including common recruitment strategies and their effectiveness, perceived barriers to engaging in program recruitment, and commonly used marketing strategies. Method: Data were collected from 175 PETE program coordinators through the online survey described fully in Chapter 4 of this monograph. Data were analyzed using descriptive statistics, Pearson’s correlation coefficients, and one-way analyses of variance. Results: Strategies perceived as effective in recruiting high school students were moderately associated with those most often implemented (r = .46–.50). Some limited differences by Carnegie level were found related to reported barriers to participation in recruitment activities. Discussion/Conclusion: This study reveals general consistency between PETE coordinators’ perceptions of the most effective and frequently used recruitment strategies to attract students into PETE initial licensure programs. Strategies, barriers, and suggested future directions align with much of the PETE recruitment literature.

Aligning Critical Physical Education Teacher Education and Models-Based Practice

In 1999, the New Zealand government released a Health and Physical Education (HPE) curriculum that reflected a fundamental shift from the traditional and dominant skill mastery approach. The new HPE curriculum was based on humanistic principles and supported by constructivist notions of teaching and learning within a critical pedagogy. Since this time, and a subsequent curriculum revision in 2007, the HPE curriculum writers have suggested that physical education (PE) teachers and physical education teacher education (PETE) students in New Zealand have struggled to understand the epistemological complexities and pedagogical implications of critical pedagogy in their practice. Therefore, this paper highlights the findings of a study that explored a New Zealand PETE program, in light of HPE within the New Zealand Curriculum (NZC). Additionally, and in light of the findings, the authors consider an examination of Kirk's (2013) concept of models-based practice as it could apply to the preparation and professional development of physical education teachers in New Zealand. The case study included nine volunteer participants, from a cohort of 32 students, who were nearing graduation from a critically oriented PETE program in New Zealand. Semistructured interviews were deployed and analyzed and reoccurring themes central to the purpose of the study identified and explored. The participants viewed movement contexts as being pivotal for learning in physical education and that the NZC had multiple educational aims and purposes. Participants also believed that PE teachers were required to move beyond direct instruction and implement a variety of teaching styles to achieve these multiple aims. However, the participants also shared misunderstandings and paradigmatic uncertainty around the critical and humanistic underpinnings of the NZC and failed to demonstrate an understanding of how this is enacted through critical pedagogy. The implications of this theory to practice nexus are further discussed in light of recent research debate around models-based practice.

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.

Perceptions of Learning to Teach in a Constructivist Environment

A constructivist approach to learning in teacher education has been widely accepted. Yet little is known about constructivist environments within physical education teacher education (PETE). The purpose of this study was to examine the perspectives of PETE preservice teachers with respect to instructional strategies designed to reflect constructivist learning. Specifically, students’ views of the pedagogical aspects employed were explored. Data sources included focus group interviews with 13 members of a field-based PETE methods class grounded in constructivist principles and course artifacts. Responses to interview questions were analyzed via open, axial, and selective coding. Trustworthiness was established through a researcher journal, an audit journal, and triangulation. Data analysis revealed four pedagogical aspects that contributed to these students’ learning: relationships, feedback, time, and active learning. Relationships included meaningful connections with class members and instructors. Feedback was described as timely insight about their teaching and work with young people from both instructors and peers. The amount of time engaged in learning was acknowledged as being significant. Engagement with elementary school students provided active learning that allowed for the translation of theory into practice. These students’ positive views of creating knowledge by applying it with elementary children may suggest a constructivist approach as a viable and powerful means for framing effective PETE programs. Furthermore, there may be an increased potential for these students to utilize similar strategies when teaching, and the cultivation of relationships may counteract the occupational socialization of beginning teachers. Subscribe to TPE

Chapter 8: Retention in PETE: Interview Results and Discussion

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.

Intercultural Competence: Physical Education Teacher Education Recommendations

ABSTRACT The increasing diversity of the K-12 student population presents challenges and opportunities for growth in the physical education profession. To address the cultural gap in today’s classroom, many people highlight the need to improve the intercultural competence of teachers. The focus of this article is to summarize the shifting demographics of American society, its impact on K-12 education, and how one California physical education teacher education (PETE) program is preparing pre-service teachers for the multicultural classroom. The article also outlines recommendations for PETE programs to address intercultural competence.