Physical Education Teacher Education: The Past, Present, and Future Questions

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Matthew D. Curtner-Smith Department of Kinesiology, University of Alabama, Tuscaloosa, AL, USA

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https://orcid.org/0000-0001-6455-5476
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Tim Fletcher Department of Kinesiology, Brock University, St. Catharines, ON, Canada

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https://orcid.org/0000-0002-7352-4775 *
DOI:
https://doi.org/10.1123/kr.2024-0005
Keywords:
sport pedagogy; occupational socialization; teacher training
First Published Online:
09 Feb 2024
In Print:
Volume 13: Issue 2
Page Range:
263–273
Restricted access

The purpose of this article is to overview the history of research in physical education teacher education (PETE), discuss contemporary trends, and identify future directions for scholarship and teacher education practice. Teacher education is defined as formal and informal experiences that contribute to teachers’ education across their careers. Using the phases of occupational socialization and Kosnik and Beck’s “seven priorities of teacher education” to frame an analysis of literature from the 1980s through to the present, a brief summary of research on PETE is provided, using the chronological categories of past and present. The analysis takes into account implications for PETE that were left by the global pandemic, where traditional PETE practices were significantly disrupted by a shift to online learning. The chapter is concluded by listing questions regarding PETE that researchers and teacher educators might tackle in the future.

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