A Critical Examination of the Curriculum of Physical Education Teacher Education Doctoral Programs

2011 ◽  
Vol 30 (2) ◽  
pp. 145-156 ◽  
Author(s):  
Phillip Ward ◽  
Melissa Parker ◽  
Sue Sutherland ◽  
Christina Sinclair
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Core Curriculum ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Critical Examination ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Part Time Students

Concerns have been raised in the Physical Education Teacher Education (PETE) doctoral education literature regarding: (a) the narrowness of research preparation, (b) the emphasis on disciplinary silos, (c) the lack of competitiveness and innovation within and beyond academia, and (d) the role of graduate assistants. These concerns mirror those in the professoriate at large regarding doctoral education. There is, however, little research that has examined these issues in our field. In this paper we report on the content studied in the core curriculum of doctoral programs, admission requirements, number of full and part time students, number of faculty serving these students, funding supporting students, and type and scope of research classes. Data were collected from websites as well as other public domain sources and open-ended interviews with faculty members in each program. We discuss the findings and implications for PETE.

The Doctorate in Physical Education Teacher Education in the 21st Century: Contexts and Challenges

2011 ◽  
Vol 30 (2) ◽  
pp. 178-188 ◽  
Author(s):  
Phillip Ward ◽  
Sue Sutherland ◽  
Marianne L. Woods ◽  
B. Ann Boyce ◽  
Grace Goc Karp ◽  
...  
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Core Content ◽  
The Status

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.

A Critical Examination of Movement Content Knowledge Courses in Physical Education Teacher Education Programs

2015 ◽  
Vol 34 (1) ◽  
pp. 59-75 ◽  
Author(s):  
Insook Kim ◽  
Yun Soo Lee ◽  
Phillip Ward ◽  
Weidong Li
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Content Knowledge ◽  
Teacher Quality ◽  
Critical Examination ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Course Syllabi ◽  
K 12

Despite increasing policy emphasis on improving teacher quality, little is known about how teachers acquire their movement content knowledge in physical education teacher education (PETE). To address this question we examined: (a) movement content courses designed to teach K-12 physical education content in the PETE curriculum, (b) the purpose of the movement content courses, (c) the focus of the movement content course syllabi, and (d) pedagogical tasks used to teach movement content knowledge. Data were collected from websites, program coordinators, and course syllabi in 26 PETE programs and analyzed using descriptive statistics or one-way chi-square test. A primary conclusion from this study is that not a lot of common content knowledge is taught in the PETE curriculums we examined. A second conclusion is that specialized content knowledge does not represent a significant focus in the movement content classes. These findings both support and challenge current policy initiatives that address teacher quality in PETE.

scholarly journals Implementing Service-Learning Programs in Physical Education; Teacher Education as Teaching and Learning Models for All the Agents Involved: A Systematic Review

2021 ◽  
Vol 18 (2) ◽  
pp. 669
Author(s):  
Raquel Pérez-Ordás ◽  
Alberto Nuviala ◽  
Alberto Grao-Cruces ◽  
Antonio Fernández-Martínez
Keyword(s):  
Systematic Review ◽  
Teacher Education ◽  
Physical Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Impact

Service-learning (SL) is the subject of a growing number of studies and is becoming increasingly popular in physical education teacher education (PETE) programs. The objective of this study was to conduct a systematic review of the implementation of SL programs with PETE students. The databases used were Web of Science, SPORTDiscus (EBSCO), and SCOPUS. Articles were selected on the basis of the following criteria: (a) published in a peer-reviewed journal; (b) covers the use of SL programs with PETE students; (c) relates to physical education or physical activity programs; (d) availability of a full-text version in English and/or Spanish. Thirty-two articles met the inclusion criteria. Two types of findings were observed: firstly, findings relating to the study characteristics and objectives and, secondly, recommendations for improvement of this type of intervention. The objectives of the different studies focused on (a) the impact of the SL methodology on PETE students’ professional, social, and personal skills; (b) its impact on the community; (c) analysis of the effectiveness and quality of the programs. All but two studies analyzed the impact of SL on PETE, while only four analyzed community participants and only three analyzed the quality of the SL program. Recommendations for improving SL programs used with PETE students included: all stakeholders, e.g., students and community participants, should be studied and coordinated; the quality of the programs should be assessed, as studying the effectiveness of SL programs could help to attain the objectives of both students and the community; mixed methods should be used; and intervention implementation periods should be extended to provide more objective, controlled measurements.

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