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1.
ABSTRACT

The increased pluralism in today’s United States society, including our public school student population, has called for physical education teacher education (PETE) programs to train teachers who can respond to the educational needs of students from diverse backgrounds. However, concerns have been raised with educator preparation programs’ ability to prepare teachers to address diversity in our schools. Therefore, the purpose of this article is to discuss the movement toward teaching for social justice in PETE with focus on preparing teachers for cultural diversity; this includes special attention to cultural humility as a missing component in physical education teacher preparation. We discuss the current state of diversity in PETE, leading to a discussion of social justice as a theme in teaching and teacher education in physical education. Next, we detail the underpinnings of social justice pedagogies in physical education and the need for infusing cultural humility in PETE.  相似文献   

2.
ABSTRACT

This article has two purposes: (a) to consider existing platforms and future possibilities in the United States for what the authors refer to as Integrative Public Health-Aligned Physical Education (IPHPE), which integrates standards-based K–12 physical education with a public health agenda focusing on promoting increased physical activity and fitness, and (b) to consider the implications of IPHPE for the preparation of future physical education teachers and teacher educators/researchers. First, the historical context that has nurtured the development of ideologies that inform IPHPE is summarized. Second, examples of these ideologies in terms of their current and prospective contributions to IPHPE perspectives are discussed. Third, building from existing public health-aligned recommendations for pre-service physical education teacher education (PETE) programs, IPHPE-based professional preparation requirements for future physical education teachers are considered. Finally, the focus shifts to doctoral PETE (D-PETE) programming and professional preparation requirements for future physical education teacher educators/researchers from an IPHPE perspective. The overall intention of this article is to propose a way forward for physical education which bridges educational priorities of the profession to contemporary and relevant public health needs.  相似文献   

3.
In this paper, we advocate infusing diversity training across physical education teacher education (PETE) programs and curricula (DeSensi, 1995). Specifically, we call for PETE programs to provide curriculum content and professional socialization experiences that enhance intercultural sensitivity to better prepare novice teachers for working effectively with students of various cultures and ethnicities (DeSensi, 1995; Hodge, 2003). We discuss (a) changing demographics in society and schools with implications for preparing teachers, (b) moving from ethnocentricism to ethnorelativism of intercultural sensitivity, (c) implementing NCATE diversity initiatives, (d) infusing diversity training in PETE programs, and (e) understanding physical activity and sport participation patterns of a diversity of learners and athletes. We also provide some closing arguments for implementing diversity training in PETE programs.  相似文献   

4.
《Quest (Human Kinetics)》2012,64(4):416-433
ABSTRACT 

The increasing diversity of the K-12 student population presents challenges and opportunities for growth in the physical education profession. To address the cultural gap in today’s classroom, many people highlight the need to improve the intercultural competence of teachers. The focus of this article is to summarize the shifting demographics of American society, its impact on K-12 education, and how one California physical education teacher education (PETE) program is preparing pre-service teachers for the multicultural classroom. The article also outlines recommendations for PETE programs to address intercultural competence.  相似文献   

5.
ABSTRACT

Teacher education programs have been tasked with the responsibility to develop educators who can successfully infuse technology into their teaching. Despite standards-based expectations, a plethora of technology infusion opportunities, and the importance of faculty roles as models and teachers, physical education teacher education (PETE) programs have yet to demonstrate current expectations for teaching with and about educational technology. In this article, the authors provide a glimpse into the educational technology requirements, challenges, and strategies for teacher education/PETE programs. The authors suggest a call to action among PETE programs to address the issues that prevent PETE graduates from entering their teaching careers less than equipped to effectively use technology to enhance teaching and learning.  相似文献   

6.
Presently, most physical education teachers in the United States are White Americans and from middle class families. In fact, 83 % of all teachers in public schools are White Americans, whereas approximately 10 % of all African American teachers are representative of all teachers in the United States. A student might feel cultural dissonance that she or he is behaving appropriately based on the student’s cultural norm and upbringing, but the teachers who have different cultural and ethnic backgrounds than the students may inappropriately interpret or respond to the behavior. Therefore, it is important to study African American pre-service physical education teachers’ student teaching and field-based experiences with ethnically diverse adolescence (e.g., African American students), because they have the potential to develop a positive relationship between school support, teacher support, and academic achievement and influence student learning, motivation, and engagement in physical education. The purpose of this study was to describe and explain the experiences of African American physical education teacher education (PETE) candidates at secondary urban schools. The research design was explanatory multiple-case study situated in activity theory. Participants were seven African American PETE candidates. The qualitative data sources were interviews, weekly journal reflections, and e-portfolios. The results were (a) navigating power relationships between cooperative teachers and students, (b) a ‘shocking’ experience: Feeling under-prepared, and (c) encountered cultural normalcies and stereotypes in teaching physical education. PETE programs must better prepare teacher candidates for working in urban schools with greater cultural competence and higher self-efficacy.  相似文献   

7.
To better prepare physical education (PE) teachers, this study explored a group of pre-service teachers’ understanding, application, and development of critical thinking (CT) in a capstone methods course. Participants were 12 pre-service teachers from a PE teacher education (PETE) program at a large university in the southwestern United States. Data were collected through focus group interviews and post-lab assignments and were analyzed via content analysis. Findings showed that the PE pre-service teachers could define CT and recognize its importance to teaching and learning. Together with field-based teaching practices, course written assignments such as the encyclopedia article, curriculum project, lesson plans, and post assignments were identified as contributors to CT development. At the end of the semester, the PE pre-service teachers demonstrated an improvement in CT across three levels. Based on our findings, we recommend the integration of CT instruction into PETE programs.  相似文献   

8.
ABSTRACT

In this article, we will explore the current landscape of teacher education programs in general, and specifically, physical education teacher education (PETE) from the national level down to the local level. Furthermore, we will explore the impact that the elimination of undergraduate PETE programs can have on PETE doctoral programs, including the teaching, research, and engagement of their faculty. We present ideas for preparing doctoral students for their future higher education roles that may or may not include the preparation of future physical educators.  相似文献   

9.
In the late nineteenth century, issues such as professionalization, the advancement of women, and the appropriate training of teachers faced our field. The Boston Normal School of Gymnastics (BNSG) was instrumental in addressing these issues, and perhaps addressed most thoroughly, the training of teachers. This paper examines the legacy of the BNSG on today's physical education teacher preparation (PETE) programs. Many have documented the infloence of the BNSG as one of the first successful physical education teacher training institutions. However, what has not been examined are the particular philosophies of the administrators and teachers at the BNSG that still persevere in colleges and universities today. The BNSG was instrumental in the professionalization of the field and in the advancement of women in physical education. The argument is made that perhaps the BNSG's greatest contribution was in the development of many philosophies and basic pedagogical concepts such as combining theory and practice, teaching with progressions, and using experts to train future teachers, and these philosophies and concepts that guide today's PETE programs were the same used in the BNSG over a century ago.  相似文献   

10.
This paper offers ideas for graduate study in physical education teacher education (PETE). It discusses professional versus scientific degree options, and argues that pedagokinetics (the art and science of teaching movement) should be the central focus of the curriculum for both practitioners and researchers. To overcome major obstacles to academic excellence, a problem-solving agenda is outlined for the PETE professorate, with emphasis on critical issues such as (a) governance and control of teacher education, (b) the proper location of PETE units at educational institutions, (c) regional networks of research universities, undergraduate colleges, and local school districts, (d) faculty competence and differential graduate orientations, (e) the shortage of exemplary teachers and teaching in physical education, (f) recruitment of bright graduate students for PETE, and (g) cultivation of a knowledge base to support practice and research in pedagogical physical education. In addition, the paper reports on a new generation of scholars at work, for over a decade, to increase PETE'S credibility with other physical education disciplines as well as the generic teacher education enterprise.  相似文献   

11.
ABSTRACT

The physical education teacher education (PETE) pipeline makes it clear to historically racially minoritized pre-service teachers the value of White norms and experiences while simultaneously “othering” their cultural knowledge. Using Critical Race Theory, Critical Whiteness Studies, and emotionality as theoretical frameworks, this visual narrative inquiry explored self-identified Black and Latinx pre-service physical education teachers’ (n = 10) stories of a racialized identity within predominantly White PETE programs as well as the emotionality of whiteness for myself as a White researcher and teacher educator. I utilized narrative-based semi-structured and conversational interviews, along with photo-elicitation, as methods of data collection. The results contrast participants’ experiences of normalized racism with my heightened emotions of shock and dismay, shedding light on my own white emotionality toward racism. The critical examination of the emotions of whiteness demonstrated the potential to lead PETE faculty toward deeper reflection as to how whiteness is upheld, but also how they might further work to de-center whiteness within their pedagogies, curricula, and programs.  相似文献   

12.
ABSTRACT

Physical education teacher education (PETE) programs are encouraged to develop teachers capable of delivering technology integrated learning experiences. Technological pedagogical content knowledge provides a framework for integrating technology into teacher education programs. Occupational socialization theory describes an educator’s recruitment, training, and socialization in the teaching profession. The purpose of this article is to propose a conceptual framework for helping preservice physical educators develop technological pedagogical content knowledge that is grounded in occupational socialization theory. We specifically recommend a four-phase approach to help preservice teachers (a) build their knowledge and learn to value technology in physical education, (b) observe and explore through instructor modeling and integration, (c) experiment and collaborate with mentoring and scaffolding, and (d) discover through innovation and utilization. These suggestions acknowledge the sociopolitical aspects of learning to teach with technology and implications are discussed along with the need to help preservice teachers transfer technology integration into their professional careers.  相似文献   

13.
Sedentary living is a serious global public health problem that is associated with numerous preventable diseases. Schools are in a position to be the most costeffective public resource to combat inactivity. In schools physical educators are positioned to be the strongest advocates of a healthy, active lifestyle. To effectively promote physical activity on school campuses and to encourage it in communities beyond the school day, physical educators will need to develop skills that are not typically stressed in undergraduate physical education teacher education (PETE) programs. As a result, both undergraduate PETE and in-service staff-development programs will need to be revised if schools are to play a major role in physical activity promotion.  相似文献   

14.
The concept of teacher education (TE) for social justice has limited exploration contexts of Historically Black Colleges and Universities, preservice teachers of color, and physical education teacher education (PETE). To address this lacuna, I sought to explore how social justice manifested within a historically Black PETE program. Using the ethnographic methods of interviews, observations, and artifact analysis, this article emphasizes one of many major themes that emerged from the larger ethnography—caring. Undergirded by a framework of analysis that viewed teaching and learning as highly contextual and social justice as multifaceted, the results of this study indicated that caring is a form of TE for social justice, and that although teacher educators expressed care, it was part of a larger institutional ethos of care.  相似文献   

15.
Reflection and reflective practice are key concepts in the educational literature as well as in research on physical education (PE) and physical education teacher education (PETE). The purpose of this article is to review the current empirical knowledge base for reflection and reflective practice in PE and PETE from 1995 to 2011. The review includes empirical research published in peer reviewed journals on the topics on reflection and reflective practice in the contexts of PE and PETE. There were 33 articles included in the review. Most of the research is conducted in the PETE context, where it was found that pre-service teachers do develop their reflective capabilities. However, the results also indicate students make little progress on critical reflections. In the PE context, it was found that teachers express a need for reflective communities. Theoretical and methodological challenges with the reviewed literature are discussed and suggestions for further research proposed.  相似文献   

16.
There has been a limited interest in examining physical education teacher educators’ role and practices in embedding professional responsibility and commitment to continued professional learning for both teacher educators and pre-service teachers in a physical education teacher education (PETE) program (MacPhail, 2011) Directed by a landscape of community of practice (CoP) as professional development (Parker, Patton &; Tannehill, 2012), this article shares four case studies that demonstrate the extent to which PETE learning can be mapped onto the landscape. In essence, a CoP is sustained over time, involves shared member goals, involves frequent discourse, is active and social, and is characterized by problems being solved by the members. The ideas in this article in tandem with Wenger's (1998) CoP process can encourage teacher educators to consider whether opportunities undertaken in a PETE program, and with colleagues external to the PETE program, encourage an authentic CoP.  相似文献   

17.
This literature review examines curricular space allocated to activity based/movement content courses in Physical Education Teacher Education (PETE) pre-service programs, specifically focusing on how dance content knowledge and pedagogical content knowledge are addressed within those programs. This review includes original empirical research conducted on PETE pre-service programs and graduates within the United States after 1990. The review defines “activity based/movement content knowledge course” as any course in which students learn the knowledge, skills, and dispositions to engage in or perform a particular sport, game, dance or other physical activity. Only one study within the review of nine total studies focuses solely on dance content within PETE pre-service programs. This review also analyzes the placement of dance content knowledge within the Society for Health and Physical Educators (SHAPE America) Grade Level Outcomes for K–12 Physical Education (PE). Suggestions are made for future research and methodological considerations for dance content knowledge and pedagogical content knowledge in PETE pre-service programs.  相似文献   

18.
Similar to other teacher education disciplines, Physical Education Teacher Education (PETE) must adjust to calls for clinically rich teacher preparation because knowledge learned in PETE does not easily transfer to cultures of schools, classrooms, and gymnasia. Opportunity exists to understand more about clinically rich PETE courses, particularly through lenses of those engaged in clinical practice. Framed by occupational socialization theory, this research examined perspectives of university faculty, 11 preservice teachers and two cooperating teachers during clinically rich methods courses in a PETE program. We analyzed data using inductive analysis and constant comparison. Preservice teachers reported enjoying more realistic experiences and enhanced confidence. Cooperating teachers appreciated staying in touch with best practices in the field, and the responsibility of preparing new teachers. The findings suggest the value of a practice-to-theory approach, and created professional learning opportunities for all stakeholders.  相似文献   

19.
ABSTRACT

This article is the next chapter in the conversation about doctoral physical education teacher education (D-PETE) programs. The author challenges PETE faculty members to continue the dialogue started in this special issue about D-PETE programs.  相似文献   

20.
This paper reports on two lengthy studies in physical education teacher education (PETE) conducted independently but which are epistemologically and methodologically linked. The paper describes how personal construct theory (PCT) and its associated methods provided a means for PETE students to reflexively construct their ideas about teaching physical education over an extended period. Data are drawn from each study in the form of a story of a single participant to indicate how this came about. Furthermore we suggest that PCT might be both a useful research strategy and an effective approach to facilitate professional development in a teacher education setting.  相似文献   

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