Chapter 6: Perspectives on the Future of Doctoral Programs

in Journal of Teaching in Physical Education

Click name to view affiliation

Murray F. MitchellUniversity of South Carolina

Search for other papers by Murray F. Mitchell in
Current site
Google Scholar
PubMed
Close
*
,
Hal A. LawsonUniversity at Albany, SUNY

Search for other papers by Hal A. Lawson in
Current site
Google Scholar
PubMed
Close
*
,
Hans van der MarsArizona State University

Search for other papers by Hans van der Mars in
Current site
Google Scholar
PubMed
Close
*
, and
Phillip WardThe Ohio State University

Search for other papers by Phillip Ward in
Current site
Google Scholar
PubMed
Close
*
Restricted access

What does the future hold for Doctoral Programs for Physical Education Teacher Education (D-PETE) programs, faculty, and doctoral students? What can D-PETE faculty prioritize and do to create a more desirable future for D-PETE, PETE, and school physical education programs? What are the main facilitators, constraints, and barriers? Framed by these three questions, this chapter offers an action-oriented analysis of doctoral programs. Alongside physical education-specific program priorities influential factors in the external environment merit attention, including regional and state accreditation, neoliberal forces for accountability, the regulatory environment, program standards and national rankings, and declining enrollments. Mindful of alternative perspectives and university- and program-specific action plans, a dual priority appears to be crosscutting. Every D-PETE program needs to reflect theoretically sound and evidence-based practices, and D-PETE graduates need to be prepared to advance these practices after graduation. Toward these ends, it is timely to work toward consensus on a core knowledge base, explore how best to share resources across university boundaries, and join forces to solidify and safeguard appropriate practices. Today’s choices have short- and long-term consequences for each program and the profession overall, recommending that national priorities gain prominence alongside local program traditions and D-PETE faculty practices.

Mitchell is with the University of South Carolina, Columbia, SC, USA. Lawson is with the University at Albany, SUNY, Albany, NY, USA. van der Mars is with Arizona State University, Mesa, AZ, USA. Ward is with The Ohio State University, Columbus, OH, USA.

Mitchell (mmitchel@mailbox.sc.edu) is corresponding author.
  • Collapse
  • Expand
  • Association of Teacher Educators. (n.d.). Standards for teacher educators. Retrieved from https://ate1.org/standards-for-teacher-educators

    • Search Google Scholar
    • Export Citation
  • Baker, M.J., Carter, M.P., Larick, D.K., & King, M.F. (2011). Assessment and review of graduate programs. Washington, DC: Council of Graduate Schools.

    • Search Google Scholar
    • Export Citation
  • Blankenship, B.T., & Coleman, M.M. (2009). An examination of “wash-out” and workplace conditions of beginning physical education teachers. Physical Educator, 66(2), 97111.

    • Search Google Scholar
    • Export Citation
  • Boyce, B.A., Napper-Owen, G., Lund, J.L., & Almarode, D. (2019). Past doctoral students’ perspectives on their careers. Quest, 71(3), 333341. doi:10.1080/00336297.2019.1618077

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Boyce, B.A., & Rikard, G.L. (2011). Characteristics of PETE doctoral level institutions: Descriptions of programs, faculty and doctoral students. Journal of Teaching in Physical Education, 30(2), 103115. doi:10.1123/jtpe.30.2.103

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Carnegie Project on the Education Doctorate. (n.d.a). CPED framework: EdD definition. Retrieved from https://cped.memberclicks.net/assets/CPED_Documents/Marketing_Promotion/CPED%20InfoGraphic2019_v1.pdf

    • Search Google Scholar
    • Export Citation
  • Carnegie Project on the Education Doctorate. (n.d.b). CPED’s history & milestones. Retrieved from https://www.cpedinitiative.org/history

    • Search Google Scholar
    • Export Citation
  • Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300314. doi:10.1177/0022487105285962

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Darling-Hammond, L. (2016). Research on teaching and teacher education and its influences on policy and practice. Educational Researcher, 45(2), 8391. doi:10.3102/0013189X16639597

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Dodds, P. (2009). When tadpoles grew legs and began to walk upon the land: The earliest days of PETE doctoral programs and research. In L.D. Housner, M.W. Metzler, P.G. Schempp, & T.J. Templin (Eds.), Historic traditions and future directions of research on teaching and teacher education in physical education (pp. 303314). Morgantown, WV: Fitness Information Technology.

    • Search Google Scholar
    • Export Citation
  • European Commission. (n.d.). European Universities. Retrieved from https://ec.europa.eu/programmes/erasmus-plus/programme-guide/part-b/three-key-actions/key-action-2/european-universities_en

    • Search Google Scholar
    • Export Citation
  • Evans, J., & Davies, B. (2015). Neoliberal freedoms, privatization and the future of physical education. Sport, Education and Society, 20(1), 1026. doi:10.1080/13573322.2014.918878

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Gawrisch, D.P., Richards, K.A.R., & Killian, C.M. (2020). Integrating technology in physical education teacher education: A socialization perspective. Quest, 72(3), 260277. doi:10.1080/00336297.2019.1685554

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Golde, C.M. (2006). Preparing stewards of the discipline. In C.M. Golde & G.E. Walker (Eds.), Envisioning the future of doctoral education: Preparing stewards of the discipline,Carnegie essays on the doctorate (pp. 320). San Francisco, CA: Jossey-Bass.

    • Search Google Scholar
    • Export Citation
  • Goodlad, J. (1990). Teachers for our nation’s schools. San Francisco, CA: Jossey-Bass.

  • Goodwin, A.L., Smith, L., Souto-Manning, M., Cheruvu, R., Tan, M.Y., Reed, R., & Taveras, L. (2014). What should teacher educators know and be able to do? Perspectives from practicing teacher educators. Journal of Teacher Education, 65(4), 284302. doi:10.1177/0022487114535266

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Korthagen, F.A.J. (2010). How teacher education can make a difference. Journal of Education for Teaching: International Research and Pedagogy, 36(4), 407423. doi:10.1080/02607476.2010.513854

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Krause, J.M., O’Neil, K., & Jones, E. (2020). Technology in physical education teacher education: A call to action. Quest, 72(3), 241259. doi:10.1080/00336297.2019.1685553

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Kuhn, T.K. (1996). The structure of scientific revolutions (2nd ed.). Chicago, IL: University of Chicago Press.

  • Lawson, H.A. (1998). Here today, gone tomorrow? A framework for analyzing the development, transformation, and disappearance of helping fields. Quest, 50(2), 225237. doi:10.1080/00336297.1998.10484282

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Lawson, H.A. (2020). Professional socialization and mode 2 knowledge in the neo-liberal university prototype. 2020 National Association for Kinesiology in Higher Education keynote speech. Quest, 72(2), 185207. doi:10.1080/00336297.2020.1730199

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Lawson, H.A., Jones, E.M., Beddoes, Z., Estes, S., Morris, S.A., Mitchell, M.F., . . . Ward, P. (2021). Chapter 8: Collective action for learning, improvement, and redesign. Journal of Teaching in Physical Education, 40(3). doi:10.1123/jtpe.2020-0246

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Mills, C.W. (1959). The sociological imagination. New York, NY: Oxford University Press.

  • Mitchell, M.F., & Lawson, H.A. (1986). Career paths and role orientations of professors of teacher education in physical education. In M. Pieron & G. Graham (Eds.), Sport pedagogy: The 1984 Olympic Scientific Congress proceedings (Vol. 6, pp. 4146). Champaign, IL: Human Kinetics.

    • Search Google Scholar
    • Export Citation
  • Richards, K.A.R., Kern, B.D., Housner, L.D., & Templin, T.J. (2020). Preparing preservice teachers for life in schools: The role of doctoral education. Quest, 72(3), 278295. doi:10.1080/00336297.2019.1685555

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Rogers, M., Sims, M., Bird, J., & Elliott, S. (2020). Organisational narratives vs the lived neoliberal reality: Tales from a regional university. Australian Universities’ Review, 62, 2640.

    • Search Google Scholar
    • Export Citation
  • Seaman, J.E., Allen, I.E., & Seaman, J. (2018). Grade increase: Tracking distance education in the United States. Babson Survey Research Group. Retrieved from https://files.eric.ed.gov/fulltext/ED580852.pdf

    • Search Google Scholar
    • Export Citation
  • Ulrich, B.D., & Feltz, D.L. (2016). The National Academy of Kinesiology 2015 review and evaluation of doctoral programs in kinesiology. Kinesiology Review, 5(2), 101118. doi:10.1123/kr.2016-0004

    • Crossref
    • Search Google Scholar
    • Export Citation
  • van der Mars, H. (2009). Doing research on teaching and preparing teachers in physical education: Married, estranged or divorced? In L. Housner, M. Metzler, P. Schempp, & T. Templin (Eds.), Historic traditions and future directions of research on teaching and teacher education in physical education (pp. 5973). Morgantown, WV: Fitness Information Technology.

    • Search Google Scholar
    • Export Citation
  • van der Mars, H., Lawson, H.A., Mitchell, M.F., & Ward, P. (2021). Chapter 2: Reversing policy neglect in the U.S. physical education: A policy-focused primer. Journal of Teaching in Physical Education, 40(3). doi:10.1123/jtpe.2020-0240

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 8091. doi:10.1016/j.tate.2007.01.004

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Walker, G.E., Golde, C.M., Jones, L., Bueschel, A.C., & Hutchings, P. (2008). The formation of scholars: Rethinking doctoral education for the twenty-first century. San Francisco, CA: Jossey-Bass.

    • Search Google Scholar
    • Export Citation
  • Ward, P., & Cho, K. (2020). Five trends in physical education teacher education. Journal of Physical Education, Recreation & Dance, 91(6), 1620. doi:10.1080/07303084.2020.1768182

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Ward, P., Lawson, H.A., van der Mars, H., & Mitchell, M.F. (2021). Chapter 1: 21st century physical education in the United States: Introduction to the special issue. Journal of Teaching in Physical Education, 40(3). doi:10.1123/jtpe.2020-0239

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Ward, P., Parker, M., Sutherland, S., & Sinclair, C. (2011). A critical examination of the curriculum of physical education teacher education doctoral programs. Journal of Teaching in Physical Education, 30(2), 145156. doi:10.1123/jtpe.30.2.145

    • Crossref
    • Search Google Scholar
    • Export Citation
All Time Past Year Past 30 Days
Abstract Views 779 489 121
Full Text Views 47 9 0
PDF Downloads 70 15 0