The Role of Emotional Intelligence and Resilience in Physical Education Teacher Education Faculty Perceived Mattering

2021 ◽  
pp. 1-11
Author(s):  
K. Andrew R. Richards ◽  
Alyssa M. Trad ◽  
Christopher J. Kinder ◽  
Kim C. Graber ◽  
Amelia Mays Woods
Keyword(s):  
Teacher Education ◽  
Emotional Intelligence ◽  
Physical Education ◽  
Equation Modeling ◽  
Physical Education Teacher ◽  
Education Faculty ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Faculty ◽  
Perceived Mattering

Purpose: Grounded in occupational socialization theory, the purpose of this study was to test a conceptual framework for understanding the role of emotional intelligence and resilience in the development of perceived mattering among U.S. physical education teacher education faculty using structural equation modeling. Method: The sample included 286 U.S. faculty members (151 females and 135 males), and the data were collected through an online survey that included instruments to measure key study variables. The primary analyses used structural equation modeling to evaluate relationships hypothesized in the conceptual model. Results: While not all hypothesized relationships in the model were significant, generally, the results confirmed the hypothesized relationships among the study variables, suggesting that resilience mediates the relationship between emotional intelligence and perceived mattering. Discussion: Socioemotional skills, such as emotional intelligence, appear important for helping physical education teacher education faculty members perceive resiliency and mattering in their work. Accordingly, these skills should be considered for doctoral education and faculty development programs.

Chapter 5: Physical Education Teacher Education Faculty: A Focus on Social Justice

2021 ◽  
pp. 1-10
Author(s):  
Murray F. Mitchell ◽  
Sue Sutherland ◽  
Jennifer Walton-Fisette
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Student Teachers ◽  
Lessons Learned ◽  
Physical Education Teacher ◽  
Education Faculty ◽  
Education Programs ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Faculty

Neglecting to adapt physical education programs, or resisting and worse ignoring the changing needs of students has created an environment where the reproduction of inequities prevails. An examination of the role physical education teacher education faculty in the physical education system begins with consideration of eight key factors that influence their performance: (a) society, (b) higher education institutions, (c) PK–12 schools, (d) PK–12 and preservice student teachers (PST) students, (e) the purpose of physical education, (f) kinesiology, (g) professional associations, and (h) personal life circumstances. The authors draw attention to lessons learned and future directions tied to these eight influences. A critical reflection on social identity and how it influences practice is provided with suggestions on how to begin this work. Undertaking a program equity audit is discussed as a tool to highlight areas within physical education teacher education programs that influence socially just and equitable practice. Engaging in self-study (either individually, collaboratively, or programmatically) is suggested as a means to explore pedagogical practices or programmatic decisions that promote socially just and equitable physical education teacher education and physical education. Attention to policy engagement at the local, state, and national levels is noted as a potentially powerful contribution to change.

My, How You Have Changed, PETE: An Updated Demographic Profile of U.S. Teacher Education Faculty

2020 ◽  
Vol 39 (3) ◽  
pp. 384-395 ◽  
Author(s):  
Kim C. Graber ◽  
Amelia Mays Woods ◽  
Chad M. Killian ◽  
K. Andrew R. Richards ◽  
Jesse L. Rhoades
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Publication Output ◽  
Teaching Experience ◽  
Physical Education Teacher ◽  
Institutional Affiliation ◽  
Education Faculty ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Faculty

Purpose: The landscape of physical education has shifted in the 30 years since Metzler and Freedman’s seminal study examining the demographics of physical education teacher education faculty. Changes in the structure of physical education and academia justify an updated investigation, with particular emphasis on the gender and institutional affiliation of faculty. Methods: An expanded and validated version of Metzler and Freedman’s survey was e-mailed to 908 physical education teacher education faculty from 505 U.S. institutions. A response rate of 46.21% was achieved. The data were analyzed using descriptive and inferential statistics to examine differences based on gender and institutional affiliation. Results: Gender salary disparities have decreased, whereas teaching experience and qualifications of faculty have increased. Corresponding increases in research productivity were notably evident. Discussion/Conclusion: Faculty members remain predominately European American, publication output has increased, more institutions are hiring nontenure-track faculty, and perceptions of support for physical education are lower than in 1985.

PETE Faculty’s Perspectives of edTPA: The Range of Change

2020 ◽  
pp. 1-8
Author(s):  
Deborah S. Baxter ◽  
Oleg A. Sinelnikov
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Performance Assessment ◽  
Teacher Performance ◽  
Physical Education Teacher ◽  
High Stakes ◽  
Teacher Performance Assessment ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Faculty

Purpose: The purpose of this study was to explore the extent of changes taking place within the context, structure, and culture of university physical education teacher education programs facilitating high-stakes educative Teacher Performance Assessment policy. Method: Utilizing a multiple-case study design framed by analytical dualism, eight physical education teacher education faculty from eight different programs who had direct involvement in the high-stakes educative Teacher Performance Assessment process were investigated. Data from semi-structured individual interviews, focus group interviews, and documents were interpretively analyzed. Results: Faculty reacted in three distinct ways to the process of change: prevailers, conceders, or exceeders. The process appeared to be based upon an implementation continuum from isolation to internalization. Discussion/Conclusions: University programs have a responsibility to prepare effective physical education teachers who use the best practices for teaching. It is imperative for physical education teacher education faculty to reflect upon the impetus and impact of changes made to their programs.

“It’s My Time to . . . Fight Some of These Battles”: The Life History of an Exemplary African American PETE Faculty Member

2021 ◽  
pp. 1-10
Author(s):  
Richard F. Jowers ◽  
Matthew D. Curtner-Smith
Keyword(s):  
Teacher Education ◽  
African American ◽  
Life History ◽  
Physical Education ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
History Of ◽  
Teacher Education Faculty ◽  
American Physical

Purpose: To construct the life history of an exemplary veteran African American physical education teacher education faculty member. Method: The participant was Dr. Andrew Lewis, a retired professor from the College of Charleston. Data were collected through formal semistructured interviews, informal interviews, and documents and artifacts. They were analyzed using analytic induction and constant comparison. Findings: Key findings were that Lewis experienced a significant amount of marginalization throughout his life and career. In addition, he was subjected to different forms of microaggression and stereotype threat. Lewis dealt with these forms of racism by emulating several of his teachers and professors, working hard, and performing to a high level. In addition, he altered the pedagogy he employed. Conclusion: Lewis’s counter-story has the potential to influence other African American physical education teacher education faculty members, administrators, and those who perpetuate stereotypes of African Americans or deal in microaggressions.

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