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Melinda A. Solmon, Kim C. Graber, Amelia Mays Woods, Nancy I. Williams, Thomas J. Templin, Sarah L. Price, and Alison Weimer

, we believed it was important to include Physical Education Teacher Education (PETE) programs in this discussion. Most school physical education teachers graduate from an academic unit that, regardless of the name, has a strong affiliation with the mission of the AKA. Historically, many, if not most

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Sue Sutherland and Maureen Legge


Physical education has a long association with teaching outdoor and/or adventure education (OAE). As physical education teacher educators, with a special interest in teaching OAE, we wanted to examine perceptions of models based practices in physical education/teacher education.


This manuscript; explores and critiques a range of national and international perspectives on models based practices in OAE; challenges what stands for teaching OAE in PETE; and offers suggestions for future practice and research. Method: Papers were selected through a systematic review methodology.

Data analysis:

Using a process of inductive analysis and constant comparison we identified two main themes: Ways of doing this in PE and Ways of doing this in PETE.


Future recommendations include the pedagogical relevance and importance of understanding the socio-cultural context, the challenge of adventure education being a controlled orchestration and the need to pedagogically change the key of this orchestration, and employing innovative methodological approaches to further explore these issues.

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Ja Youn Kwon, Pamela H. Kulinna, Hans van der Mars, Audrey Amrein-Beardsley, and Mirka Koro-Ljungberg

CSPAPs. To do this, Physical Education Teacher Education (PETE) programs will need to prepare future physical education teachers differently. PETE Programs PETE programs play a substantial role in preparing preservice physical education teachers with a strong background in content knowledge, pedagogical

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Brendon P. Hyndman and Stephen Harvey

potential of social media use for PSTs in health and physical education teacher education (HPETE). The potential barriers to integrating Twitter into physical education teacher education have been considered, with suggestions that Twitter use within physical education teacher education should be primarily

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Fatih Dervent, Phillip Ward, Erhan Devrilmez, and Emi Tsuda

that is unknown about the use of instructional tasks. In particular, little is known about how teachers acquire SCK either in physical education teacher education (PETE) programs or in the practice of teaching. There is also little known about how teachers incorporate tasks into their teaching and the

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Jenn M. Jacobs, K. Andrew R. Richards, Zach Wahl-Alexander, and James D. Ressler

Guided by the Society of Health and Physical Educators America ( 2017 ) standards for initial licensure, physical education teacher education (PETE) programs are tasked with preparing preservice teachers (PTs) with the knowledge and skills needed to teach effectively ( Graber, Killian, & Woods

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Hal A. Lawson

Conceptual and methodological limitations are evident in the previous research on physical education teacher education (PETE) professors. The developing literature on professors in all fields, career theory, and occupational socialization theory may be blended to build a conceptual framework for future research. This framework illuminates influences on and questions about PETE professors’ work lives, role orientations, productivity, and affiliations. It also invites autobiographical, developmental, longitudinal, and action-oriented research perspectives. Several benefits may be derived from research on PETE professors, including improved career-guidance and faculty-development systems.

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Kate Hovey, Diana Niland, and John T. Foley

populations, one of the areas that is lacking is the self-efficacy of physical education teacher education (PETE) students to teach outdoor education (OE) skills and concepts. As self-efficacy, and more specifically teacher self-efficacy, is defined as a teacher’s perception of how well they can teach a

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Phillip Ward, Sue Sutherland, Marianne L. Woods, B. Ann Boyce, Grace Goc Karp, Michael Judd, Melissa Parker, G. Linda Rikard, and Christina Sinclair

In this paper, we situate the findings from the studies in this thematic issue within the current policy environment that influences the status, rankings, and funding contexts for doctoral programs in Physical Education Teacher Education within and across institutions. We identify common challenges that these doctoral programs are confronted with including the recruitment of doctoral students, the lack of diversity of faculty and students, the purpose of the doctoral degree, and core content knowledge for the degree. Throughout the discussion we provide questions and recommendations for the field to consider.

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Doune Macdonald and Richard Tinning

Drawing on evidence from an Australian physical education teacher education (PETE) program, this paper argues that the preparation of physical education teachers implicates PETE in the trend to proletarianize teachers’ work at the same time that national claims for increased professionalization are being made. The core physical education program and its PETE component was characterized by narrow utilitarian, sexist, scientistic, and technicist approaches to the field of physical education. More specifically, the PETE program represented teaching as technical and unproblematic rather than as a critical and intellectual endeavor, and its faculty and students were accorded a subordinate status within the department.