Cultural Humility in Physical Education Teacher Education: A Missing Piece in Developing a New Generation of Socially Just Physical Education Teachers

ABSTRACT

The increased pluralism in today’s United States society, including our public school student population, has called for physical education teacher education (PETE) programs to train teachers who can respond to the educational needs of students from diverse backgrounds. However, concerns have been raised with educator preparation programs’ ability to prepare teachers to address diversity in our schools. Therefore, the purpose of this article is to discuss the movement toward teaching for social justice in PETE with focus on preparing teachers for cultural diversity; this includes special attention to cultural humility as a missing component in physical education teacher preparation. We discuss the current state of diversity in PETE, leading to a discussion of social justice as a theme in teaching and teacher education in physical education. Next, we detail the underpinnings of social justice pedagogies in physical education and the need for infusing cultural humility in PETE.     

Intercultural Competence: Physical Education Teacher Education Recommendations

ABSTRACT 

The increasing diversity of the K-12 student population presents challenges and opportunities for growth in the physical education profession. To address the cultural gap in today’s classroom, many people highlight the need to improve the intercultural competence of teachers. The focus of this article is to summarize the shifting demographics of American society, its impact on K-12 education, and how one California physical education teacher education (PETE) program is preparing pre-service teachers for the multicultural classroom. The article also outlines recommendations for PETE programs to address intercultural competence.     

Technology in Physical Education Teacher Education: A Call to Action

ABSTRACT

Teacher education programs have been tasked with the responsibility to develop educators who can successfully infuse technology into their teaching. Despite standards-based expectations, a plethora of technology infusion opportunities, and the importance of faculty roles as models and teachers, physical education teacher education (PETE) programs have yet to demonstrate current expectations for teaching with and about educational technology. In this article, the authors provide a glimpse into the educational technology requirements, challenges, and strategies for teacher education/PETE programs. The authors suggest a call to action among PETE programs to address the issues that prevent PETE graduates from entering their teaching careers less than equipped to effectively use technology to enhance teaching and learning.     

The Decline and Elimination of PETE: Implications for Doctoral Education

ABSTRACT

In this article, we will explore the current landscape of teacher education programs in general, and specifically, physical education teacher education (PETE) from the national level down to the local level. Furthermore, we will explore the impact that the elimination of undergraduate PETE programs can have on PETE doctoral programs, including the teaching, research, and engagement of their faculty. We present ideas for preparing doctoral students for their future higher education roles that may or may not include the preparation of future physical educators.     

The Evaluation of Student Fitness Levels in Exercise Science and Physical Education Teacher Education Programs

The debate on whether kinesiology students should undergo fitness testing is controversial. Some are strong proponents of fitness testing, while others are in strong opposition. As advocates for fitness testing among kinesiology majors, we aimed to assess the fitness levels of Exercise Science and Physical Education Teacher Education majors and evaluate current physical education teacher education (PETE) fitness criterion. One hundred and sixteen participants (males N = 49; females N = 67) underwent health-related fitness assessments. 37% of males and 51% of females met PETE’s fitness criteria. Both groups performed significantly better in body fat percentage and upper body strength than PETE’s acceptable (average) standards; however, most were significantly lower than target (above average) standards. Presented are fitness passing criteria for PETE majors and fitness reporting that aids in improved fitness tracking and accountability. We also highlight the need for NASPE and SHAPE America to clearly define fitness expectations for PETE majors and encourage other kinesiology faculty to consider implementing fitness testing in their programs.     

The Emotionality of Whiteness in Physical Education Teacher Education

ABSTRACT

The physical education teacher education (PETE) pipeline makes it clear to historically racially minoritized pre-service teachers the value of White norms and experiences while simultaneously “othering” their cultural knowledge. Using Critical Race Theory, Critical Whiteness Studies, and emotionality as theoretical frameworks, this visual narrative inquiry explored self-identified Black and Latinx pre-service physical education teachers’ (n = 10) stories of a racialized identity within predominantly White PETE programs as well as the emotionality of whiteness for myself as a White researcher and teacher educator. I utilized narrative-based semi-structured and conversational interviews, along with photo-elicitation, as methods of data collection. The results contrast participants’ experiences of normalized racism with my heightened emotions of shock and dismay, shedding light on my own white emotionality toward racism. The critical examination of the emotions of whiteness demonstrated the potential to lead PETE faculty toward deeper reflection as to how whiteness is upheld, but also how they might further work to de-center whiteness within their pedagogies, curricula, and programs.     

Integrating Technology in Physical Education Teacher Education: A Socialization Perspective

ABSTRACT

Physical education teacher education (PETE) programs are encouraged to develop teachers capable of delivering technology integrated learning experiences. Technological pedagogical content knowledge provides a framework for integrating technology into teacher education programs. Occupational socialization theory describes an educator’s recruitment, training, and socialization in the teaching profession. The purpose of this article is to propose a conceptual framework for helping preservice physical educators develop technological pedagogical content knowledge that is grounded in occupational socialization theory. We specifically recommend a four-phase approach to help preservice teachers (a) build their knowledge and learn to value technology in physical education, (b) observe and explore through instructor modeling and integration, (c) experiment and collaborate with mentoring and scaffolding, and (d) discover through innovation and utilization. These suggestions acknowledge the sociopolitical aspects of learning to teach with technology and implications are discussed along with the need to help preservice teachers transfer technology integration into their professional careers.     

The Role of PETE in Developing Joy-Oriented Physical Educators

The current focus on utilitarian outcomes (e.g., fitness, health, skill development) in physical education has not been effective in producing life-long movers and makes physical activity a duty to be performed. An alternative to a utilitarian focus is to have a joy-oriented focus in which physical activity is promoted because it is joyful, pleasurable, and personally meaningful. In this paper, we present factors that inhibit a joy-oriented focus in physical education and reasons physical education teacher education (PETE) programs have thus far failed to produce joy-oriented physical education teachers. We then present a new approach to PETE—the foundational approach—in which the joy of movement forms the foundation of and is threaded throughout the program. Ten specific changes to PETE programs are proposed to produce joy-oriented physical education teachers.     

One Small Step,a Giant Leap: D-PETE Within Minority Serving Institutions

ABSTRACT

Many articles over the years have bemoaned the lack of diversity in doctorate-granting Physical Education Teacher Education (D-PETE) programs without attainable solutions towards significant increases in student and faculty diversity. The purpose of this article is to emphasize the potential significance of implementing D-PETE programs at Minority Serving Institutions (MSIs). To that end, we discuss the impact MSIs have on the success of students of color and the impact MSI D-PETE programs would have on the diversification of PETE faculty and student bodies. In this article, we suggest ways to reframe the diversity narrative and offer solutions that are not currently utilized. The implementation of D-PETE programs at MSIs can enhance the broader PETE ecosystem, diversifying it like never before.     

Integrative Public Health-Aligned Physical Education and Implications for the Professional Preparation of Future Teachers and Teacher Educators/Researchers in the Field

ABSTRACT

This article has two purposes: (a) to consider existing platforms and future possibilities in the United States for what the authors refer to as Integrative Public Health-Aligned Physical Education (IPHPE), which integrates standards-based K–12 physical education with a public health agenda focusing on promoting increased physical activity and fitness, and (b) to consider the implications of IPHPE for the preparation of future physical education teachers and teacher educators/researchers. First, the historical context that has nurtured the development of ideologies that inform IPHPE is summarized. Second, examples of these ideologies in terms of their current and prospective contributions to IPHPE perspectives are discussed. Third, building from existing public health-aligned recommendations for pre-service physical education teacher education (PETE) programs, IPHPE-based professional preparation requirements for future physical education teachers are considered. Finally, the focus shifts to doctoral PETE (D-PETE) programming and professional preparation requirements for future physical education teacher educators/researchers from an IPHPE perspective. The overall intention of this article is to propose a way forward for physical education which bridges educational priorities of the profession to contemporary and relevant public health needs.     

William Ellery Channing's Philosophy Of Physical Education And Recreation

In the late nineteenth century, issues such as professionalization, the advancement of women, and the appropriate training of teachers faced our field. The Boston Normal School of Gymnastics (BNSG) was instrumental in addressing these issues, and perhaps addressed most thoroughly, the training of teachers. This paper examines the legacy of the BNSG on today's physical education teacher preparation (PETE) programs. Many have documented the infloence of the BNSG as one of the first successful physical education teacher training institutions. However, what has not been examined are the particular philosophies of the administrators and teachers at the BNSG that still persevere in colleges and universities today. The BNSG was instrumental in the professionalization of the field and in the advancement of women in physical education. The argument is made that perhaps the BNSG's greatest contribution was in the development of many philosophies and basic pedagogical concepts such as combining theory and practice, teaching with progressions, and using experts to train future teachers, and these philosophies and concepts that guide today's PETE programs were the same used in the BNSG over a century ago.     

The Experiences of African American Physical Education Teacher Candidates at Secondary Urban Schools

Presently, most physical education teachers in the United States are White Americans and from middle class families. In fact, 83 % of all teachers in public schools are White Americans, whereas approximately 10 % of all African American teachers are representative of all teachers in the United States. A student might feel cultural dissonance that she or he is behaving appropriately based on the student’s cultural norm and upbringing, but the teachers who have different cultural and ethnic backgrounds than the students may inappropriately interpret or respond to the behavior. Therefore, it is important to study African American pre-service physical education teachers’ student teaching and field-based experiences with ethnically diverse adolescence (e.g., African American students), because they have the potential to develop a positive relationship between school support, teacher support, and academic achievement and influence student learning, motivation, and engagement in physical education. The purpose of this study was to describe and explain the experiences of African American physical education teacher education (PETE) candidates at secondary urban schools. The research design was explanatory multiple-case study situated in activity theory. Participants were seven African American PETE candidates. The qualitative data sources were interviews, weekly journal reflections, and e-portfolios. The results were (a) navigating power relationships between cooperative teachers and students, (b) a ‘shocking’ experience: Feeling under-prepared, and (c) encountered cultural normalcies and stereotypes in teaching physical education. PETE programs must better prepare teacher candidates for working in urban schools with greater cultural competence and higher self-efficacy.     

Reflective Practice in Physical Education and Physical Education Teacher Education: A Review of the Literature Since 1995

Reflection and reflective practice are key concepts in the educational literature as well as in research on physical education (PE) and physical education teacher education (PETE). The purpose of this article is to review the current empirical knowledge base for reflection and reflective practice in PE and PETE from 1995 to 2011. The review includes empirical research published in peer reviewed journals on the topics on reflection and reflective practice in the contexts of PE and PETE. There were 33 articles included in the review. Most of the research is conducted in the PETE context, where it was found that pre-service teachers do develop their reflective capabilities. However, the results also indicate students make little progress on critical reflections. In the PE context, it was found that teachers express a need for reflective communities. Theoretical and methodological challenges with the reviewed literature are discussed and suggestions for further research proposed.     

Professional identity among student teachers of physical education: the role of physicality

In this study, we investigate the role of physicality in the professional identities of physical education (PE) student teachers. Twenty PE student teachers participated in semi-structured interviews during their final teaching practice. Data were analysed using qualitative thematic analysis and typologies. The results showed substantial diversity in the student teachers’ conceptions of physicality and the ways these conceptions were embedded in their developing professional identities. The results also brought to light criticism directed at traditional notions of the body and physicality in PE and PE teacher education (PETE). We suggest that conceptions of the body and physicality represent a central element of PE teachers’ professional identity. The results also indicate a relationship between conceptions of physicality and pedagogies implemented in the future. Time and place for student teachers to discuss body-related matters should be provided in PETE.     

Intercultural understanding through a ‘similar but different’ international teaching practicum

The ethnic and cultural diversity of many schools calls for teachers with well-developed intercultural understanding. Teacher education programmes have traditionally offered international fieldwork in bilingual settings to challenge ethnocentric attitudes to teaching. However, an international practicum in a ‘similar but different’ education system with English as the dominant language offers a different pathway, providing opportunities to deepen intercultural understanding and global education. This study investigates the impact of a three-week international teaching practicum in the American Midwest on two groups of Brisbane-based pre-service teachers in 2014 (n = 9) and 2015 (n = 4). Their reflective journals and reports indicate that international professional experience disrupts stereotypes and fosters global education and intercultural understanding. The paper presents key programme measures to promote intercultural understanding and concludes that the benefits of international teaching in a ‘similar but different’ education system are a nuanced understanding of cultural diversity and increased readiness for the classroom.     

Confirmatory factor analysis of achieving the beginning teacher standards inventory

The purpose of this study was to examine the factorial validity and reliability of the Achieving the NASPE Standards Inventory (ANSI) that assesses pre-service physical education teachers' perceptions of achieving the National Association for Sport and Physical Education (NASPE) beginning teacher standards (2003). Four hundred fifty-two pre-service teachers from 15 Physical Education Teacher Education (PETE) programs voluntarily and anonymously completed the inventory. The hypothesized measurement models were analyzed by means of a confirmatory factor analysis. The Goodness-of-fit statistics indicated that the modified 3-factor model with 38 items represented a best fitting model with the data. The scores generated by the total and the 3 subscales of the 38-item ANSI demonstrated a high level of internal consistency.     

The Next Chapter: Continuing the Dialogue

ABSTRACT

This article is the next chapter in the conversation about doctoral physical education teacher education (D-PETE) programs. The author challenges PETE faculty members to continue the dialogue started in this special issue about D-PETE programs.     

Inclusive cultures,policies and practices in Spanish compulsory secondary education schools: teachers’ perceptions in ordinary and specific teaching contexts

This article presents a study that attempts to inquire into the indicators related with inclusive education by taking into account teachers’ responses in the ordinary and specific teaching contexts (experts in special education needs, specialists in therapeutic pedagogy and compensatory education or specific programmes organised to accommodate diversity). We used a Spanish translation of the Index for Inclusion, which has been adapted and divided into three Likert‐type scales about inclusive cultures, organisation in the teaching–learning context and inclusive practices. We did a t‐test to detect any significant differences in teachers’ responses in terms of the ordinary or specific teaching contexts in which they work. No significant differences were seen in the items related to cultures and organisation, but we found significant differences in 12 of the 36 items of the inclusive practices scale. Finally, we discuss the role of the processes for innovation and transformation in secondary schools and provide key factors to build an intercultural inclusive school.     

Physical Education Pre-service Teachers’ Understanding,Application, and Development of Critical Thinking

To better prepare physical education (PE) teachers, this study explored a group of pre-service teachers’ understanding, application, and development of critical thinking (CT) in a capstone methods course. Participants were 12 pre-service teachers from a PE teacher education (PETE) program at a large university in the southwestern United States. Data were collected through focus group interviews and post-lab assignments and were analyzed via content analysis. Findings showed that the PE pre-service teachers could define CT and recognize its importance to teaching and learning. Together with field-based teaching practices, course written assignments such as the encyclopedia article, curriculum project, lesson plans, and post assignments were identified as contributors to CT development. At the end of the semester, the PE pre-service teachers demonstrated an improvement in CT across three levels. Based on our findings, we recommend the integration of CT instruction into PETE programs.     

Intercultural education and curricular diversification: the case of the Ecuadorian Intercultural Bilingual Education Model (MOSEIB)

Thirteen Ecuadorian indigenous nationalities follow the Intercultural Bilingual Education Model in Ecuador (MOSEIB). This paper analyses the present situation of MOSEIB, the challenges to it and future prospects. First, in order to understand how MOSEIB today has relieved the intercultural tensions of the past it is necessary to look at the history of Ecuadorian education. Second, in order to explore the particular characteristics of the MOSEIB model and the challenges of implementing intercultural education in non‐intercultural societies we ask how and to what extent the intercultural education policies and practices in Ecuador differ from those developed in other Latin‐American countries. Third, we consider curricular diversity, seeking to clarify how the MOSEIB curricula relate to the reality of the Kichwa indigenous nationality and its communal environment, rituals and agricultural schedules. We conclude with comments on future prospects and remaining challenges to the establishment of a truly intercultural society inside a multicultural country.