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Chapter 6: Perspectives on the Future of Doctoral Programs

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Title: Chapter 6: Perspectives on the Future of Doctoral Programs
Language: English
Authors: Mitchell, Murray F., Lawson, Hal A., van der Mars, Hans, Ward, Phillip
Source: Journal of Teaching in Physical Education. Jul 2021 40(3):392-401.
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 - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Futures (of Society), Doctoral Programs, Physical Education, Physical Education Teachers, Teacher Education Programs, College Faculty, Doctoral Students, Accountability, Neoliberalism, Accreditation (Institutions), Barriers, Standards, Reputation, Declining Enrollment, Evidence Based Practice, Pedagogical Content Knowledge, Institutional Cooperation
DOI: 10.1123/jtpe.2020-0244
ISSN: 0273-5024
Abstract: 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.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1318322
Database: ERIC
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  Availability: 1
  Value: <anid>AN0151227535;0do01jul.21;2021Jul06.01:47;v2.2.500</anid> <title id="AN0151227535-1">Chapter 6: Perspectives on the Future of Doctoral Programs </title> <p>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.</p> <p>Keywords: faculty; physical education; physical education doctoral preparation</p> <p>Mitchell is with the University of South Carolina, Columbia, SC, USA. Lawson is with the University at Albany, SUNY, Albany, NY, USA. van der Mars is with Arizona State University, Mesa, AZ, USA. Ward is with The Ohio State University, Columbus, OH, USA.</p> <aug> <p>By Murray F. Mitchell; Hal A. Lawson; Hans van der Mars and Phillip Ward</p> <p>Reported by Author; Author; Author; Author</p> </aug>
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  Data: 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.
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