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.
Hans van der Mars
fundamentally different from those presented earlier: His message was very clear—while empirical knowledge is important, there are other ways of knowing and other types of knowledge that can be used to guide P-12 physical education and PETE. To deliver that message to a roomful of researchers, at a “Body of
Melinda A. Solmon, Kim C. Graber, Amelia Mays Woods, Nancy I. Williams, Thomas J. Templin, Sarah L. Price, and Alison Weimer
resourcing these efforts needs to be a priority. Surmounting negative public perceptions of the teaching profession in general as well as the quality of P–12 physical education have been identified as considerations affecting PETE program enrollments. Paramount is the academic preparation of PETE students