Scholarly Behaviors of Physical Education Methods Teacher Educators in Ohio

in Journal of Teaching in Physical Education
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This study focused on the behavior of a proportional, stratified random sample of 40 physical education methods teacher educators (PEMTEs) in the state of Ohio, or more specifically, on the professional implications of their scholarly behaviors. The focal questions addressed were (a) how do PEMTEs meet their responsibility to stay current in their professional areas, and (b) what are the professional implications of these efforts? Four specific behaviors were examined as evidence of scholarly behaviors: (a) reading professional journals, (b) writing for publication, (c) attendance at professional conferences, and (d) active involvement in research. Findings were then contrasted to findings from previous studies of physical educators, education professors, and university professors. PEMTEs in Ohio tend to read the professional literature related to physical education without attending to the literature in the broader realm of education. Few of the PEMTEs in Ohio write for publication or are actively involved with research—behaviors shared with other physical educators, education professors, and many university professors. PEMTEs appear to attend more state and national meetings than do other physical educators or other university professors. The extent of involvement at such conferences, however, is unknown. Implications of the behaviors described are discussed, and conclusions are drawn on the basis of the reported data.

M. F. Mitchell is with the Department of Exercise Science and Sport Studies at Rutgers University, 109 Loree Gymnasium, P.O. Box 270, New Brunswick, NJ 08903-0270.

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