Physical Education Undergraduate Students’ Colorblind Racial Ideology and Multicultural Teaching Competence

2015 ◽  
Vol 10 (1) ◽  
pp. 55-75 ◽  
Author(s):  
Joe W. Burden, Jr. ◽  
Samuel R. Hodge ◽  
Louis Harrison, Jr.
Keyword(s):  
Physical Education ◽  
Undergraduate Students ◽  
Racial Attitudes ◽  
The United States ◽  
Racial Ideology ◽  
Teaching Competencies ◽  
Physical Education Teacher Education ◽  
Initial Validation ◽  
Teaching Competence ◽  
Pete Programs

AbstractThe purpose of this study was to analyze links between racial ideology and multicultural teaching competencies as perceived by undergraduate students in physical education teacher education (PETE) programs. Data were collected from physical education students (N = 239) across five PETE programs in the Northeastern region of the United States via a demographic questionnaire and two survey scales: (a) the Colorblind Racial Attitudes Scale (CoBRAS; Neville et al., 2000, Construction and initial validation of the color-blind racial attitudes scale (CoBRAS). Journal of Counseling Psychology, 47, 59–70) and (b) the Multicultural Teaching Competency Scale (MTCS; Spanierman et al., 2010, The multicultural teaching competencies scale (MTCS): Development and initial validation. Urban Education). Pearson product moment correlations indicated a significant negative association between scores on the MTCS’s skills dimension and participants’ colorblind racial attitudes. In addition, MANOVA results indicated significant differences in scores on the MTCS for participants at the different PETE programs in their level of perceived multicultural competence. We discuss implications of the findings and offer recommendations for teacher preparation.

Critical Pedagogies in PETE: An Antipodean Perspective

2015 ◽  
Vol 34 (2) ◽  
pp. 316-332 ◽  
Author(s):  
Rod Philpot
Keyword(s):  
New Zealand ◽  
Physical Education ◽  
Critical Pedagogy ◽  
School Curriculum ◽  
Ministry Of Education ◽  
Critical Perspective ◽  
New School ◽  
Physical Education Teacher Education ◽  
Critical Pedagogies ◽  
Pete Programs

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.

scholarly journals Enacting assessment for learning in the induction phase of physical education teaching

2021 ◽  
pp. 1356336X2110562
Author(s):  
Björn Tolgfors ◽  
Mikael Quennerstedt ◽  
Erik Backman ◽  
Gunn Nyberg
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Beginning Teachers ◽  
Research Question ◽  
Initial Study ◽  
Assessment For Learning ◽  
Induction Phase ◽  
Physical Education Teacher Education ◽  
Pete Programs

In many countries, assessment for learning (AfL) is recommended in both policy and research as a concept that should be integrated into the teaching of physical education (PE) in schools. AfL is also part of physical education teacher education (PETE) programs in several countries and, consequently, something future PE teachers are expected to practice in their teaching. In a previous study ( Tolgfors et al., 2021 ), we showed how AfL was transmitted and transformed between a university course and a school placement course within Swedish PETE. In the current study, we have more closely followed three of the preservice teachers who took part in our initial study into their first year of PE teaching. The purpose of this follow-up study is thus to explore how AfL is enacted in the induction phase of PE teaching. The more specific research question is: how is AfL enacted in beginning teachers’ PE practices under the contextual conditions provided at the schools where they are employed? The data were generated through Stimulated Recall interviews and follow-up interviews via the online meeting software Zoom. The analysis was based on Braun et al.’s (2011) contextual dimensions of policy enactment and Bernstein’s (1996) pedagogic device. Our findings illustrate how AfL is generally enacted through (1) progression and (2) “rich tasks.” However, the contextual dimensions of each school provide different conditions that either support or hinder the use of AfL in PE. AfL is accordingly enacted in different ways in the induction phase of PE teaching.

Chapter 6: Perspectives on the Future of Doctoral Programs

2021 ◽  
pp. 1-10
Author(s):  
Murray F. Mitchell ◽  
Hal A. Lawson ◽  
Hans van der Mars ◽  
Phillip Ward
Keyword(s):  
Physical Education ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Influential Factors ◽  
Core Knowledge ◽  
Physical Education Teacher Education ◽  
The Future ◽  
Local Program ◽  
State Accreditation ◽  
Pete Programs

What does the future hold for Doctoral Programs for Physical Education Teacher Education (D-PETE) programs, faculty, and doctoral students? What can D-PETE faculty prioritize and do to create a more desirable future for D-PETE, PETE, and school physical education programs? What are the main facilitators, constraints, and barriers? Framed by these three questions, this chapter offers an action-oriented analysis of doctoral programs. Alongside physical education-specific program priorities influential factors in the external environment merit attention, including regional and state accreditation, neoliberal forces for accountability, the regulatory environment, program standards and national rankings, and declining enrollments. Mindful of alternative perspectives and university- and program-specific action plans, a dual priority appears to be crosscutting. Every D-PETE program needs to reflect theoretically sound and evidence-based practices, and D-PETE graduates need to be prepared to advance these practices after graduation. Toward these ends, it is timely to work toward consensus on a core knowledge base, explore how best to share resources across university boundaries, and join forces to solidify and safeguard appropriate practices. Today’s choices have short- and long-term consequences for each program and the profession overall, recommending that national priorities gain prominence alongside local program traditions and D-PETE faculty practices.

A Study of Preservice Physical Education Teachers’ Content Knowledge of Health-Related Fitness

2021 ◽  
Vol 40 (1) ◽  
pp. 118-125
Author(s):  
José A. Santiago ◽  
James R. Morrow
Keyword(s):  
United States ◽  
Physical Education ◽  
Content Knowledge ◽  
Student Teaching ◽  
The United States ◽  
Physical Education Teachers ◽  
Health Related ◽  
Pete Programs ◽  
Common Content ◽  
Health Related Fitness

Purpose: The authors assessed common content knowledge of health-related fitness in a national representative sample of preservice physical education teachers in the United States. Methods: Six hundred and twenty-one preservice physical education teachers from 68 physical education teacher education (PETE) programs located in different regions in the United States completed the 40 multiple choice items health-related fitness knowledge test during the semester prior to their student teaching. In addition, each PETE program coordinator/department head completed the PETE Program Information Questionnaire. Results: The mean percentage correct on the test was 61.3% (M = 24.5, SD = 4.9). Analyses of variance and t-test analyses indicated that common content knowledge of health-related fitness was not a function of sex, program size, or region of the United States. Discussion/Conclusions: These data suggest that preservice physical education teachers in the United States lack common content knowledge of health-related fitness and warrant the attention of PETE programs.

Physical Education Teacher Education in Kinesiology: Past, Present, and Future

2020 ◽  
Vol 9 (4) ◽  
pp. 305-312 ◽  
Author(s):  
Melinda A. Solmon ◽  
Kim C. Graber ◽  
Amelia Mays Woods ◽  
Nancy I. Williams ◽  
Thomas J. Templin ◽  
...  
Keyword(s):  
Physical Activity ◽  
Teacher Education ◽  
Physical Education ◽  
Panel Discussion ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Future ◽  
Pete Programs

This paper evolved from a panel discussion presented at the 2020 American Kinesiology Association Leadership Workshop focused on promoting physical activity through Kinesiology teaching and outreach. The authors consider the role of Physical Education Teacher Education (PETE) in promoting physical activity by examining the historical role that PETE has played in what are now Departments of Kinesiology, the status of PETE programs today, and how the future of PETE programs can impact the future of the discipline of Kinesiology. The challenges and barriers that PETE programs face are presented. The role of PETE programs in research institutions is examined, and case studies are presented that demonstrate the complexities the academic units face regarding allocating resources to PETE programs. The consequences of program termination are considered, and the authors then make a case that PETE programs are important to the broader discipline of Kinesiology. The authors conclude by encouraging innovative solutions that can be developed to help PETE programs thrive.

Technology Tools, Proficiency, and Integration of Physical Education Teacher Educators

2015 ◽  
pp. 223-254
Author(s):  
Helena Baert
Keyword(s):  
Physical Education ◽  
Teacher Educators ◽  
National Standards ◽  
Physical Education Teacher ◽  
Technology Proficiency ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Use Of Technology ◽  
Integrate Technology ◽  
Pete Programs

Accredited Physical Education Teacher Education (PETE) programs within the U.S. are bound by the implementation of national standards, which include a standard on the use of technology to meet lesson objectives. It is the responsibility of PETE faculty and program management to include technology within the program and insure that physical education pre-service teachers are well prepared to integrate technology into their teaching. This chapter investigates the perceptions of PETE faculty towards their technology proficiency, their use of technology in their courses, and the approaches PETE programs use to integrate technology and address the preparedness of pre-service teachers. Results show that PETE faculty use technologies such as computer technologies, pedometers, heart rate monitors and digital cameras most often, yet in general, perceive their proficiency and integration levels to be low. Their technology proficiency levels significantly predicted their level of integration. The chapter also includes recommendations for technology integration in PETE.

Culturally Relevant and Sustaining Pedagogies for and by Black and Latinx Preservice Physical Education Teachers

2021 ◽  
pp. 1-11
Author(s):  
Korey L. Boyd ◽  
Mara Simon ◽  
Cory E. Dixon
Keyword(s):  
Physical Education ◽  
Predominantly White ◽  
Culturally Relevant ◽  
Cultural Practices ◽  
Meaning Making ◽  
Physical Education Teachers ◽  
Community Members ◽  
Physical Education Teacher Education ◽  
Sources Of Support ◽  
Pete Programs

Introduction: Physical education (PE) and physical education teacher education (PETE) are informed by whiteness, resulting in marginalization and forced hypervisibility for community members of color. Culturally relevant and sustaining pedagogies (CRSP) facilitate “within group . . . [and] across-group cultural practices” for students and teachers of color to thrive. Purpose: This study highlights CRSP grounded in the experiences of Black and Latinx preservice PE teachers enrolled in predominantly White PETE programs. Methods: For this qualitative visual inquiry, 10 Black and Latinx PETE students each completed three interviews, coupled with participant-generated imagery. Data were analyzed inductively and deductively. Results: Students’ narratives included “othering” and hypervisibility. Participants’ understandings of CRSP illustrated the meaning-making they associated with CRSP. Participants identified co-conspirators, sources of support, and PETE pedagogies within a CRSP framework. Conclusion: The narratives support the call to embed CRSP within PETE programs to center students’ diverse cultural and ethnic identities.

Physical Educators’ Judgments About Inclusion: A New Instrument for Preservice Teachers

2002 ◽  
Vol 19 (4) ◽  
pp. 435-452 ◽  
Author(s):  
Samuel R. Hodge ◽  
Nathan M. Murata ◽  
Francis M. Kozub
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Students With Disabilities ◽  
Principal Component ◽  
Physical Educators ◽  
Physical Education Teacher Education ◽  
New Instrument ◽  
Pete Programs ◽  
General Physical ◽  
General Physical Education

The purpose was to develop an instrument for use in physical education teacher education (PETE) programs that would yield valid evidence of the judgments of PETE preservice teachers toward the inclusion of students with disabilities into general physical education classes. Both the conceptualization that judgments represent the cognitive expressions of attitudes (Ajzen, 2001; Sherif & Hovland, 1961) and focus group discussions were used to create the Physical Educators’ Judgments About Inclusion (PEJI) instrument. Following content validation procedures, we administered PEJI to 272 PETE preservice teachers. Subsequent principal component analysis to generate construct validity evidence indicated 15 items should be retained; they collectively explained 53% of the variance using a three-component model. Dimensions of the PEJI pertained to judgments about inclusion, acceptance, and perceived training needs. Alpha coefficients for the three subscales ranged from .64 to .88.

Here’s Looking at You, PETE: A Profile of Physical Education Teacher Education Faculty

1985 ◽  
Vol 4 (2) ◽  
pp. 123-133 ◽  
Author(s):  
Michael W. Metzler ◽  
Mark S. Freedman
Keyword(s):  
Physical Education ◽  
Demographic Data ◽  
The United States ◽  
Education Programs ◽  
Career Information ◽  
Physical Education Teacher Education ◽  
College And University ◽  
Teacher Education Faculty ◽  
Teaching Responsibilities ◽  
Faculty Group

The purpose of this study was to determine several features and opinions of the faculty group who staff preprofessional physical education programs in the United States. A total of 171 college and university faculty members who identified themselves as elementary and/or secondary specialists returned a 33-item questionnaire for this study. This questionnaire was designed to seek demographic data on subjects’ institution, department, faculty, and personal career information. In addition, the questionnaire requested opinions on several topics related to preprofessional physical education programs. The profile sketch of the PETE faculty group described a notably diverse professoriate, with very few commonalities binding them in terms of education, teaching responsibilities, publication records, professional duties, and membership in professional societies. However, there was some agreement within the sample about how well preprofessional programs are faring, and on the steps needed to make programs stronger in the future.

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