Urbana-Champaign (UIUC), the state’s flagship university, with a land-grant heritage as its foundation, is charged with educating and serving the people of the state. Included in this charge is preparing teachers, and specifically physical educators, to help educate the citizens within the state
Melinda A. Solmon, Kim C. Graber, Amelia Mays Woods, Nancy I. Williams, Thomas J. Templin, Sarah L. Price, and Alison Weimer
Ja Youn Kwon, Pamela H. Kulinna, Hans van der Mars, Audrey Amrein-Beardsley, and Mirka Koro-Ljungberg
’ preparedness for teaching physical education in schools. Therefore, PETE programs can prepare teacher candidates to become competent physical educators with adequate knowledge and skills to help all students adopt lifelong PA patterns and healthy behaviors. However, little is also known about the current state
In the 1990s, New Zealand and Australia rolled out new school physical education curriculums (Ministry of Education, 1999, 2007; Queensland School Curriculum Council, 1999) signaling a significant change in the purpose of physical education in both countries. These uniquely Antipodean1 curriculum documents were underpinned by a socially critical perspective and physical education teacher education (PETE) programs in both countries needed to adapt to prepare teachers who are capable of engaging PE from a socially critical perspective. One way they attempted to do this was to adopt what has variously been labeled critical pedagogy. Critical pedagogies as a label is something of ‘big tent’ (Lather, 1998) and this paper reports on the published attempts to operationalize critical pedagogy and its reported success or otherwise in preparing teachers for the expectations of the socially critical oriented HPE curriculum in both Australian and New Zealand.
Richard I. Tinning
Student teaching as a significant part of the professional development of physical education teachers is implicated in the general failure of teacher education to adequately prepare teachers who can envision a world of schooling that is any different from the present one. This paper argues that the dominant pedagogy of student teaching is inherently conservative, is characterized by technical rationality, and embraces an outmoded view of professional knowledge. The adoption of a critical-inquiry perspective in student teaching is offered as a possible alternative.
Takahiro Sato and Samuel Russell Hodge
The purpose of this study was to describe and explain the teaching experiences of African American physical education teacher candidates in secondary physical education programs at urban schools. The research design was explanatory multiple-case study situated in positioning theory (Harré & van Langenhove, 1999). The participants were seven African American physical education teacher candidates. The data sources were interviews, self-reflective journal logs, and e-portfolios. The data were analyzed using a constant comparative method (Boeije, 2010). The thematic findings were: (a) tacit positioning (unconscious and unintentional), (b) self–other discourse, and (c) reflective positioning. The study’s findings offer additional empirical evidence that physical education teacher education programs must do more to better prepare teacher candidates for working in urban schools with greater cultural competency and higher self-efficacy.
Willie Leung and Jeffrey A. McCubbin
. “Part IV: Research Trends in Adapted Physical Education” focuses primarily on the research related to pedagogical interventions. It explores trends and areas of research that are moving the field forward. The authors demonstrate that while we have learned much about how to prepare teachers to make a
Insook Kim, Phillip Ward, Oleg Sinelnikov, Bomna Ko, Peter Iserbyt, Weidong Li, and Matthew Curtner-Smith
.O. , Heron , T.E. , & Heward , W.L. ( 2007 ). Applied behavior analysis ( 2nd ed. ). Upper Saddle River, NJ : Pearson Prentice Hall . Darling-Hammond , L. , & Bransford , J. ( 2005 ). Preparing teachers for a changing world: What teachers should learn and be able to do . San Francisco, CA
Corina van Doodewaard
pre-service teachers’ strategies in dysfunctional professional relationships , Asia-Pacific Journal of Teacher Education, 46 ( 4 ), 369 – 383 . doi: 10.1080/1359866X.2018.1469115 Public Policy and Management Institute . ( 2017 ). Preparing teachers for diversity: The role of initial teacher
David R. Bassett, Jeffrey T. Fairbrother, Lynn B. Panton, Philip E. Martin, and Ann M. Swartz
performance ( Fairbrother, 2010 ; Knudson, 2016 ). In academic institutions, these interests were formalized primarily in physical education and experimental psychology programs. Over time, physical education programs evolved from focusing on preparing teachers, fitness leaders, and coaches to include more
Wesley J. Wilson, Ali Brian, and Luke E. Kelly
in PE, assessment can enhance teaching and learning as well as increase the teachers’ and students’ perceptions of PE ( Chroinin & Cosgrave, 2013 ). Nonetheless, it appears that PE teacher education programs may generally be falling short in preparing teachers with the skills necessary to assess