Chapter 7: Retention in PETE: Survey Results and Discussion

in Journal of Teaching in Physical Education

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K. Andrew R. RichardsUniversity of Illinois

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Kim C. GraberUniversity of Illinois

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DOI:
https://doi.org/10.1123/jtpe.2018-0211
Keywords:
occupational socialization theory; physical education teacher education students; program viability; teacher education
In Print:
Volume 38: Issue 1
Page Range:
53–60
Restricted access

Background/Purpose: Teacher educators must help students overcome faulty beliefs they developed through acculturation while also retaining highly qualified candidates through to graduation. This aspect of this study sought to understand physical education teacher education program coordinators’ perspectives about their role in the process of student retention. Method: Participants included physical education teacher education program coordinators who completed an online survey as detailed in Chapter 4. Data were analyzed using descriptive and inferential statistics, with attention to differences across Carnegie Classification. Results: There was relative alignment between the perceived effectiveness of recruitment strategies and the extent to which they were employed. There was also a preference for strategies that develop relationships among students. Limited differences were noted across Carnegie Classifications. Discussion/Conclusion: Physical education doctoral programs should prepare future faculty members to serve retention roles, but complete retention of students whose beliefs do not align with best practice may not be desirable.

Richards and Graber are with the University of Illinois, Urbana, IL.

Address author correspondence to K. Andrew R. Richards at karichar@illinois.edu.
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