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.
Physical Education Teacher Education: The Past, Present, and Future Questions
Matthew D. Curtner-Smith and Tim Fletcher
The Legacy and Influence of Catherine D. Ennis’s Value Orientations Research
Matthew D. Curtner-Smith, Deborah. S. Baxter, and Leah K. May
In this article, the authors examine work conducted on 6 value orientations in physical education pioneered by Dr. Catherine D. Ennis and her colleagues. After providing an overview they focus on areas and methods of VOI research, specifically descriptions and comparisons (gender, teachers’ experience, school level, nationality, location, level of training, race, and physical activity background), the influence of value orientations on pedagogy (content and instructional models), and interventions (curricula and physical education teacher education). They conclude with suggestions for further research.