A debate over the quality of teacher education programs has been ongoing for nearly 100 years. The most current round in this debate started with Α Nation at Risk (National Commission on Excellence in Education, 1983) and has escalated in recent years to involve an increasing number of participant-constituents, each of whom has voiced an opinion about the preparation of teachers. The purpose of this article is to analyze several of the key participant-constituents in this debate in regards to their expressed warrants, authority, rhetoric, and strategic action plans for improving teacher education. The paper will conclude with some prognostications about how the results of this debate could influence the conduct of P–12 physical education programs and, by extension, physical education teacher education in coming years.
The author is with the College of Education, Georgia State University, Atlanta, GA.