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Chapter 4: Physical Education Teacher Education Initial Certification--Meeting the Challenges

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Title: Chapter 4: Physical Education Teacher Education Initial Certification--Meeting the Challenges
Language: English
Authors: Ward, Phillip, Mitchell, Murray F., Lawson, Hal A., van der Mars, Hans
Source: Journal of Teaching in Physical Education. Jul 2021 40(3):372-381.
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
Descriptors: Physical Education Teachers, Teacher Education Programs, Barriers, Skill Development, Evidence Based Practice, College Faculty, Preservice Teacher Education, College School Cooperation, Models, Program Design, Educational Policy, Value Added Models, Teacher Certification
DOI: 10.1123/jtpe.2020-0242
ISSN: 0273-5024
Abstract: The physical education teacher education (PETE) faculty charged with oversight and delivery of initial teacher licensure programs confront several challenges. Some necessitate responses to revised and new standards, while others can be reframed as timely opportunities for improvement and innovation, whether in response to or in anticipation of rapid, dramatic societal change. Six examples of challenges as opportunities are discussed in this chapter: (a) the need to determine the skills, essential knowledge, values, and sensitivities for work practices in the schools of the future; (b) the dual priority for evidence-based practices in PETE and in school programs; (c) PETE faculty members' obligations to adapt their pedagogical practices and revise preservice programs in concert with expert, veteran teachers from schools with exemplary programs; (d) manifest needs to make choices among competing, evidence-supported physical education program models; (e) needs and opportunities to redesign PETE programs, especially those located in kinesiology departments; and (f) emergent policy imperatives to demonstrate the value-added effects, both short- and long-term, on tomorrow's teachers.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1318321
Database: ERIC
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  Availability: 1
  Value: <anid>AN0151227533;0do01jul.21;2021Jul06.01:47;v2.2.500</anid> <title id="AN0151227533-1">Chapter 4: Physical Education Teacher Education Initial Certification: Meeting the Challenges </title> <p>The physical education teacher education (PETE) faculty charged with oversight and delivery of initial teacher licensure programs confront several challenges. Some necessitate responses to revised and new standards, while others can be reframed as timely opportunities for improvement and innovation, whether in response to or in anticipation of rapid, dramatic societal change. Six examples of challenges as opportunities are discussed in this chapter: (a) the need to determine the skills, essential knowledge, values, and sensitivities for work practices in the schools of the future; (b) the dual priority for evidence-based practices in PETE and in school programs; (c) PETE faculty members' obligations to adapt their pedagogical practices and revise preservice programs in concert with expert, veteran teachers from schools with exemplary programs; (d) manifest needs to make choices among competing, evidence-supported physical education program models; (e) needs and opportunities to redesign PETE programs, especially those located in kinesiology departments; and (f) emergent policy imperatives to demonstrate the value-added effects, both short- and long-term, on tomorrow's teachers.</p> <p>Keywords: preservice teachers; teacher education curriculum; teacher education reform</p> <p>Ward is with the Department of Human Sciences, The Ohio State University, Columbus, OH, USA. Mitchell is with the Graduate School, University of South Carolina, Columbia, SC, USA. Lawson is with the Department of Educational Policy & Leadership, University at Albany Suny, Albany, NY, USA. van der Mars is with the Department of Secondary & Physical Education, Arizona State University, Mesa, AZ, USA.</p> <aug> <p>By Phillip Ward; Murray F. Mitchell; Hal A. Lawson and Hans van der Mars</p> <p>Reported by Author; 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):372-381.
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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: The physical education teacher education (PETE) faculty charged with oversight and delivery of initial teacher licensure programs confront several challenges. Some necessitate responses to revised and new standards, while others can be reframed as timely opportunities for improvement and innovation, whether in response to or in anticipation of rapid, dramatic societal change. Six examples of challenges as opportunities are discussed in this chapter: (a) the need to determine the skills, essential knowledge, values, and sensitivities for work practices in the schools of the future; (b) the dual priority for evidence-based practices in PETE and in school programs; (c) PETE faculty members' obligations to adapt their pedagogical practices and revise preservice programs in concert with expert, veteran teachers from schools with exemplary programs; (d) manifest needs to make choices among competing, evidence-supported physical education program models; (e) needs and opportunities to redesign PETE programs, especially those located in kinesiology departments; and (f) emergent policy imperatives to demonstrate the value-added effects, both short- and long-term, on tomorrow's teachers.
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