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

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Title: Chapter 5: Physical Education Teacher Education Faculty--A Focus on Social Justice
Language: English
Authors: Mitchell, Murray F., Sutherland, Sue, Walton-Fisette, Jennifer
Source: Journal of Teaching in Physical Education. Jul 2021 40(3):382-391.
Availability: Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Peer Reviewed: Y
Page Count: 10
Publication Date: 2021
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Elementary Secondary Education
Descriptors: Physical Education, Teacher Educators, Social Justice, Preservice Teacher Education, Social Influences, Colleges, Elementary Secondary Education, Preservice Teachers, Educational Objectives, Kinesiology, Professional Associations, Individual Characteristics, Audits (Verification), Self Evaluation (Groups), Self Evaluation (Individuals)
DOI: 10.1123/jtpe.2020-0243
ISSN: 0273-5024
Abstract: 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: (1) society; (2) higher education institutions; (3) PK-12 schools; (4) PK-12 and preservice student teachers (PST) students; (5) the purpose of physical education; (6) kinesiology; (7) professional associations; and (8) 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.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1318287
Database: ERIC
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  Availability: 1
  Value: <anid>AN0151227534;0do01jul.21;2021Jul06.01:47;v2.2.500</anid> <title id="AN0151227534-1">Chapter 5: Physical Education Teacher Education Faculty: A Focus on Social Justice </title> <p>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.</p> <p>Keywords: systems analysis; equity; critical reflection</p> <p>Mitchell is with the University of South Carolina, Columbia, SC, USA. Sutherland is with The Ohio State University, Columbus, OH, USA. Walton-Fisette is with Kent State University, Kent, OH, USA.</p> <aug> <p>By Murray F. Mitchell; Sue Sutherland and Jennifer Walton-Fisette</p> <p>Reported by Author; Author; Author</p> </aug>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teaching+in+Physical+Education%22"><i>Journal of Teaching in Physical Education</i></searchLink>. Jul 2021 40(3):382-391.
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  Data: Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
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  Data: 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: (1) society; (2) higher education institutions; (3) PK-12 schools; (4) PK-12 and preservice student teachers (PST) students; (5) the purpose of physical education; (6) kinesiology; (7) professional associations; and (8) 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.
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        Value: 10.1123/jtpe.2020-0243
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      – Text: English
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      – SubjectFull: Teacher Educators
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      – SubjectFull: Social Justice
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