Teaching physical education teacher education (PETE) online: Challenges and solutions

The COVID-19 pandemic has presented unprecedented challenges for physical education teacher education (PETE), and PETE appears to suffer the most when transitioning from face-to- face to virtual (online) environments due to the characteristics of PE. There is no literature found to address the profound challenges and solutions for teaching PETE online that we so desperately need nowadays. The present study examined specific challenges and solutions for online PETE. Future research directions are provided.

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Future Research on Physical Education Teacher Education Professors

Journal of Teaching in Physical Education ◽

10.1123/jtpe.10.3.229 ◽

1991 ◽

Vol 10 (3) ◽

pp. 229-248 ◽

Cited By ~ 25

Author(s):

Hal A. Lawson

Keyword(s):

Teacher Education ◽

Physical Education ◽

Career Guidance ◽

Future Research ◽

Occupational Socialization ◽

Physical Education Teacher ◽

Work Lives ◽

Education Teacher ◽

Physical Education Teacher Education ◽

Research Perspectives

Conceptual and methodological limitations are evident in the previous research on physical education teacher education (PETE) professors. The developing literature on professors in all fields, career theory, and occupational socialization theory may be blended to build a conceptual framework for future research. This framework illuminates influences on and questions about PETE professors’ work lives, role orientations, productivity, and affiliations. It also invites autobiographical, developmental, longitudinal, and action-oriented research perspectives. Several benefits may be derived from research on PETE professors, including improved career-guidance and faculty-development systems.

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Recruitment of undergraduate students in kinesiology: Implications for physical education

European Physical Education Review ◽

10.1177/1356336x20930751 ◽

2020 ◽

Vol 27 (1) ◽

pp. 132-149

Author(s):

K Andrew R Richards ◽

Daniel P Gawrisch ◽

Victoria N Shiver ◽

Matthew D Curtner-Smith

Keyword(s):

Teacher Education ◽

Physical Education ◽

Undergraduate Students ◽

Professional Socialization ◽

Future Research ◽

Physical Education Teacher ◽

Structured Interviews ◽

Education Teacher ◽

Physical Education Teacher Education ◽

Education Act

Physical education teacher education enrollment numbers are declining with limited empirical understanding. Recruitment into the physical education profession has been passive, although scholars have begun to advocate for an active approach. The present study utilized occupational socialization theory to understand why undergraduate kinesiology majors select a kinesiology concentration outside of physical education. Participants ( n = 75) were kinesiology undergraduate students at a large, public university in the US Midwest. Quantitative data included forced-choice questions regarding socialization experiences ( n = 75) that were analyzed descriptively and through independent-samples t-tests to identify gender differences. Qualitative data included autobiographical essays ( n = 75) and semi-structured interviews ( n = 23), analyzed using a multi-phase process. Health and fitness was the most highly rated recruitment facilitator, and many of the facilitators were different than those noted in the physical education literature. The four qualitative themes included the following: (a) the influence of family, teachers and coaches, and medical mentors on career choice; (b) future career goals aligned with the helping professions; (c) negative experiences in physical education act as a barrier to recruitment; and (d) firsthand and active recruitment into kinesiology. Participants’ negative physical education experiences reinforces the idea that the passive recruitment process serves to socialize some students out of physical education. Future research should consider professional socialization within kinesiology-aligned fields outside of physical education. Active recruitment initiatives should be designed to increase enrollments in physical education teacher education.

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A Collaborative Approach to Self-Study Research in Physical Education Teacher Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2015-0075 ◽

2016 ◽

Vol 35 (3) ◽

pp. 290-295 ◽

Cited By ~ 11

Author(s):

K. Andrew ◽

R. Richards ◽

James D. Ressler

Keyword(s):

Teacher Education ◽

Physical Education ◽

Lessons Learned ◽

Future Research ◽

Physical Education Teacher ◽

Ongoing Research ◽

Education Teacher ◽

Study Research ◽

Physical Education Teacher Education ◽

Self Study

Self-study is a self-focused, improvement-oriented approach to understanding one’s own professional practices while also forging recommendations for the larger community of learners within a discipline. Faculty in teacher education have been engaging in self-study research since the early 1990s, and the approach has recently been adopted by faculty working in physical education teacher education. The purpose of this research note is to advocate for the use of self-study as part of a larger research agenda focused on understanding faculty development and experiences within physical education teacher education. We connect the self-study of teacher education practices to occupational socialization theory and discuss the ways in which self-study can help faculty think more critically about their work as it relates to teaching, research, and service. We also discuss best practices for self-study and lessons learned as they relate to an ongoing research project. We close by discussing implications of self-study work and recommendations for future research.

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El caso sede México: Formación en Educación Física en e-entornos universitarios durante la contingencia de la COVID-19 (The México heartquarters case: Physical Education Teacher Education in e-university environments during the COVID-19 contingency)

Retos ◽

10.47197/retos.v0i41.83529 ◽

2020 ◽

pp. 35-46

Author(s):

Ana Maria de Guadalupe Arras-Vota ◽

José Luis Bordas-Beltrán ◽

Fernando Mondaca-Fernández ◽

Juan Manuel Rivera-Sosa

Keyword(s):

Physical Education ◽

Virtual Education ◽

Future Research ◽

Physical Education Teacher ◽

Functional Area ◽

University Professors ◽

Education Teacher ◽

Face To Face ◽

Physical Education Teacher Education ◽

Educación Virtual

El objetivo de la presente investigación fue describir los desafíos enfrentados en cuanto al uso de Educación Virtual durante la contingencia de la COVID-19, por 254 docentes Universitarios del área de Educación Física (153 mujeres, 102 hombres) de cuatro Instituciones de Educación Superior (IES) en México, todos del área de Educación Física (EF). Por medio de cuestionarios online, a través de métodos: analítico – sintético, teórico – deductivo y hermenéutico; y técnicas cuantitativas y cualitativas, se recabó la información que permitió concluir que los docentes en este estudio: 1. No se consideran capacitados para utilizar eficientemente la educación virtual; 2. Consideran que la educación virtual, en EF, no ofrece los mismos beneficios que la presencial, 3. El aislamiento por la contingencia es el desafío personal más preocupante y 4. Enseñar en un área práctica (EF) mediante un entorno virtual, es el desafío profesional más importante. El presente estudio aporta un acercamiento a las implicaciones de la implementación de educación virtual en un área eminentemente práctica como EF y plantea cuestionamientos para investigaciones futuras. Abstract. The objective of this research was to describe the challenges faced in the use of Virtual Education during the COVID-19 contingency, by 254 university professors (153 women and 102 men) from four Higher Education Institutions (HEI) in Mexico, all from the area of Physical Education (PE). Analytic-synthetic, theoretical – deductive, and hermeneutic methods and quantitative and qualitative techniques through online questionnaires were used. The collected information led to the conclusion that teachers in this study: 1) Do not consider themselves capable of efficiently using virtual education; 2) Consider that virtual education, in PE, does not offer the same benefits as face-to-face education, 3) Contingency isolation is the most worrying personal challenge and 4) Teaching in a functional area (PE) through a virtual environment is the most crucial professional challenge. This study provides an approach to the implications of implementing virtual education in an eminently functional area such as EF and raises questions for future research.

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