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

Technology Proficiency ◽

Education Teacher ◽

Use Of Technology ◽

Integrate Technology ◽

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.

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

Educational Leadership and Administration ◽

10.4018/978-1-5225-1624-8.ch039 ◽

2016 ◽

pp. 802-835

Author(s):

Helena Baert

Keyword(s):

Physical Education ◽

Teacher Educators ◽

National Standards ◽

Technology Proficiency ◽

Education Teacher ◽

Use Of Technology ◽

Integrate Technology ◽

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.

Physical Education Teacher Educators’ Personal Perspectives Regarding Their Practice of Critical Pedagogy

Journal of Teaching in Physical Education ◽

10.1123/jtpe.24.3.243 ◽

2005 ◽

Vol 24 (3) ◽

pp. 243-264 ◽

Cited By ~ 38

Author(s):

Beatriz Muros Ruiz ◽

Juan-Miguel Fernández-Balboa

Keyword(s):

Physical Education ◽

Critical Pedagogy ◽

Teacher Educators ◽

Pedagogical Practices ◽

Education Teacher ◽

Limited Success ◽

The Social ◽

Definition Of

Many researchers and theoretical scholars have questioned the social-transformative claims of critical pedagogy (CP) in physical education. Most of these criticisms center on its application in physical education teacher education (PETE). Our knowledge of the perspectives and practices of physical education teacher educators (PETEs) who claim to practice CP, however, is still tentative at best; consequently, the reason for its limited success are still largely unknown. To shed some light on this issue, 17 PETEs who claimed to practice critical pedagogy were interviewed at length regarding their definition of CP, including its principles and purposes, and their pedagogical practices. The results show that more than half of the PETEs did not fully understand the main principles and purposes of CP as presented in the literature, and that many of their methods were incongruent with these principles and purposes. This lack of understanding of CP might be an important factor contributing to its limited success in PETE. In view of this, caution and critical reflection are recommended when engaging in this type of pedagogy. Some implications for PETE are provided as well.

Teacher educators and preservice teachers as designers: Exploring Laban's framework within gymnastics settings – An approach in physical education teacher education

Threshold Concepts in Physical Education ◽

10.4324/9780429342264-4 ◽

2020 ◽

pp. 63-74

Author(s):

António Rodrigues ◽

Joanne Moles

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Physical Education ◽

Teacher Educators ◽

Physical Education Teacher Education

Education Teacher ◽

A mountain too high to climb? An exploratory study of perceived barriers to mobilisation of research literature into physical education teacher education experienced by a group of Danish PE teacher educators

Sport Education and Society ◽

10.1080/13573322.2019.1583641 ◽

2019 ◽

Vol 25 (3) ◽

pp. 305-317

Author(s):

Annemari Munk Svendsen

Keyword(s):

Teacher Education ◽

Physical Education ◽

Exploratory Study ◽

Teacher Educators ◽

Research Literature ◽

Perceived Barriers ◽

Physical Education Teacher Education

Education Teacher ◽

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

Kinesiology Review ◽

10.1123/kr.2020-0047 ◽

2020 ◽

Vol 9 (4) ◽

pp. 305-312 ◽

Cited By ~ 1

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 ◽

Education Teacher ◽

The Future ◽

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.

Between ideal teaching and ‘what works’: The transmission and transformation of a content area from university to school placements within physical education teacher education

European Physical Education Review ◽

10.1177/1356336x20949575 ◽

2020 ◽

pp. 1356336X2094957

Author(s):

Björn Tolgfors ◽

Erik Backman ◽

Gunn Nyberg ◽

Mikael Quennerstedt

Keyword(s):

Teacher Education ◽

Physical Education ◽

Teacher Educators ◽

Content Area ◽

Education Teacher ◽

Individual Interviews ◽

What Works ◽

Group Interviews

The purpose of this study is to explore the recontextualisation of Assessment for Learning (AfL) as a particular content area in the transition between a university course and a school placement course within Swedish physical education teacher education (PETE). By combining Basil Bernstein’s pedagogic device and Stephen Ball’s performativity perspective, we alternately ask how AfL is constructed as a pedagogic discourse and what AfL becomes in different contexts within PETE. Nine students attending a Swedish PETE programme participated in the study. The empirical material was collected through one seminar and two group interviews at the university, as well as through nine individual interviews based on lesson observations at different school placements. Our findings highlight five recontextualising rules, which indicate that: (1) the task of integrating assessment into teaching enables the use of AfL; (2) an exclusive focus on summative assessment and grading constrains the use of AfL; (3) a lack of critical engagement with physical education teaching traditions constrains the use of AfL; (4) knowing the pupils is crucial for the use of AfL; and (5) the framing of the school placements determines how AfL can be used. As a consequence of these rules, AfL was transformed into three different fabrications: (1) AfL as ideal teaching; (2) AfL as correction of shortcomings; and (3) AfL as ‘what works’. One conclusion from this study is that increased collaboration between teacher educators and cooperating teachers in schools can help strengthen PETE’s influence on school physical education.

Infusing Technology into a Physical Education Teacher Education Program

Developing Technology-Rich Teacher Education Programs ◽

10.4018/978-1-4666-0014-0.ch027 ◽

2012 ◽

pp. 422-436

Author(s):

Joanne Leight ◽

Randall Nichols

Keyword(s):

Teacher Education ◽

Physical Education ◽

Student Teaching ◽

Education Program ◽

Teacher Education Program ◽

Education Teacher ◽

Use Of Technology ◽

Teacher Productivity

Technology is changing the way Physical Education is taught. From heart rate monitors and pedometers to podcasting, exergaming, and desktop applications, tomorrow’s teachers need to know how to infuse technology into their teaching. The use of technology in Physical Education can increase both student learning and teacher productivity. Courses in a comprehensive PETE (Physical Education Teacher Education) program can be divided into the following categories: Fitness related courses, Activity courses, Assessment courses, and Methods courses (including field experiences and student teaching). A strong PETE program will infuse technology into the course work in all four categories, in addition to a stand-alone technology course that introduces the various forms of technology that will be used in their future Physical Education classroom. This chapter will describe how to prepare future physical educators to utilize the myriad of technological options available in the field.

Physical Best and FitnessGram Use among United States PETE Programs

Asian Journal of Physical Education & Recreation ◽

10.24112/ajper.201809 ◽

2014 ◽

Vol 20 (1) ◽

pp. 6-11 ◽

Cited By ~ 1

Author(s):

Joe DEUTSCH ◽

Paul Christianson

Keyword(s):

Physical Education ◽

Teacher Education Programs ◽

Fitness Testing ◽

Education Programs ◽

Education Teacher ◽

Health Related ◽

The Physical Best (PB) curriculum was launched in 1987 with a mission of fostering a healthier youth by providing quality resources and professional development for educators. The purpose of this study was to find out how many Physical Education Teacher Education programs are using the PB curriculum, as well as how many are using Fitnessgram fitness testing and the reasons for their decisions. The results of the data gathered from this study show that 53% (N=52) of the programs surveyed do use the program, representing just over half of those who responded (N=97). With the PB curriculum being the only health-related fitness curriculum created by the National Association of Sport and Physical Education and the fact it can be infused into a preexisting curriculum, the researchers were surprised to not find more use of the curriculum in PETE programs. Specific reasons given for not using the curriculum pertained more to the complexity of their program circumstances and less about the actual quality of the curriculum.

Preservice Physical Education Teacher Attitudes Toward Fitness Tests and the Factors Influencing Their Attitudes

Journal of Teaching in Physical Education ◽

10.1123/jtpe.21.2.193 ◽

2002 ◽

Vol 21 (2) ◽

pp. 193-207 ◽

Cited By ~ 16

Author(s):

Xiaofen Deng Keating ◽

Stephen Silverman ◽

Pamela Hodges Kulinna

Keyword(s):

Physical Education ◽

Professional Organizations ◽

Education Teacher ◽

Cognitive Components ◽

Positive Attitudes ◽

Fitness Tests ◽

Pete Programs ◽

K 12

This study examined preservice teacher (PT) attitudes toward fitness tests in schools. A total of 613 PTs at 10 state universities took part in the study. Participants completed a previously validated instrument designed to measure the affective and cognitive components of attitude toward fitness tests. Results suggested that PTs had only slightly positive attitudes toward fitness tests. They did not believe strongly that fitness tests were important or useful. Similar attitude responses were found as students’ professional preparation increased. Thus, physical education teacher education (PETE) programs did not appear to significantly change PT attitudes. Age, gender, associations with professional organizations, or the type of fitness test PTs had performed in their K-12 education also did not impact their attitudes. PT previous experience with fitness tests, however, did influence their attitudes. As might be expected, those who had positive experiences had more positive attitudes.