Recruiting, teacher preparation, and acquiring teaching jobs can be viewed as a pipeline. The function of the pipeline is to provide competent and qualified physical education teachers to teach in our nation’s schools. On the exit end of the pipeline, jobs for physical education teachers are plentiful. At the entry level to the pipeline, the situation is problematic because there is a decline in the number of students entering many physical education teacher education programs. This decline, documented in some cases and reported anecdotally in others, has occurred across the United States, with the exception of some states such as Texas and Alabama. The personal, practical, and policy implications of declining admissions have yet to be played out in their entirety. In this paper, the author discusses the pipeline, its policy pressure points, and responses to the pressure points designed to address declining admission.
K. Andrew R. Richards and Thomas J. Templin
reasonable alternative to relying on passive recruitment mechanisms is for PETE faculty members to take a more active role in preservice teacher recruitment so as to maintain the viability of their programs. This activity can be supplemented with the involvement of K-12 teachers. Once students are enrolled
K. Andrew R. Richards, Colin G. Pennington and Oleg A. Sinelnikov
continuity of ineffective teaching practices ( Curtner-Smith, 2009 ) is replaced with intergenerational socialization that promotes preservice teacher recruitment and development, thus helping combat the low enrollments noted in U.S. PETE programs ( Bulger et al., 2015 ). All the while, children will benefit