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.     

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.     

The Impact of Supply and Demand on Doctorates in Physical Education Teacher Education: The Future of the Profession

ABSTRACT

Quality preparation of doctoral students is a key to the survival of physical education teacher education. Past research has revealed a shortage of students graduating with a doctoral degree in physical education and a general reluctance of teachers to leave their jobs to pursue an advanced degree. As the number of universities preparing new physical education teacher education assistant professors decreases, those in the profession are concerned for the future of teacher education. Unlike other professions that prepare more doctoral students than the market can accommodate, this is not the case for physical education teacher education doctoral programs. This article will provide summary information on supply and demand, which will be used to identify trends and recommendations for the future. This article will explore the status of doctoral programs in the United States and whether university programs will be able to prepare a sufficient number of professors to replace the aging physical education teacher education professoriate.     

Doctoral Student Socialization: Educating Stewards of the Physical Education Profession

ABSTRACT

In preparing the future stewards of the physical education profession, the occupational socialization and professional development of physical education doctoral students is important to consider. To date, there has been scant scholarly inquiry into doctoral education in physical education. However, there is an abundance of research related to doctoral training in the higher education literature more generally. Drawing upon this larger body of work, this article expands occupational socialization theory to address the socialization of physical education doctoral students and faculty members. The case is made that effective doctoral training in physical education is essential to securing the future of the profession. Provided is an overview of the existing literature, presentation of an adaptation to occupational socialization theory that explains doctoral physical education socialization, and a discussion of key professional development issues that academic leaders and student support personnel should consider. Implications and recommendations for doctoral physical education leadership and academic programs are provided.     

Addressing the Sociopolitical Realities of Teaching through Standards-Based Reform to Post-Licensure Master’s Degree Programs

ABSTRACT

Physical education teacher education programs have a responsibility to prepare preservice teachers in the technical aspects of teaching while also preparing them for the sociopolitical realities of teaching a marginalized subject. There is also a need for inservice teachers to engage in continuing professional development related to socialization and school sociopolitics to build upon lessons learned during initial teacher education. In the United States, one such professional development opportunity is reflected in master’s degree programs. These programs are typically guided by the National Association for Sport and Physical Education advanced standards for physical education teacher education. However, these standards do not currently have any reference to socialization or sociopolitical learning. The purpose of this article is to propose that an additional standard focusing on sociopolitical skills and teacher socialization be added to the National Association for Sport and Physical Education advanced standards for U.S.-based post-licensure master’s degree programs.     

Preparing Preservice Teachers for Life in Schools: The Role of Doctoral Education

ABSTRACT

Physical education teachers face considerable sociopolitical challenges that can impede quality instruction and complicate recruitment into the profession. Physical education teacher education faculty members may not be prepared to address these challenges during their doctoral education. Accordingly, the purpose of the paper was to utilize the lessons learned from occupational socialization research to propose competencies that can be integrated into doctoral education to help future faculty members integrate sociopolitical learning into physical education teacher education. These include: (a) understanding socialization literature and the implications for teacher education, (b) helping doctoral students understand their own prior socialization experiences, (c) recruiting highly qualified preservice teachers, (d) helping preservice teachers question their subjective theories, (e) developing and coordinating field experiences, and (f) preparing preservice teachers for the sociopolitical realities of schools. These competencies align with the proposed addition of a new standard for initial teacher education that addresses sociopolitical learning.     

Policies,Agendas, and Practices Influencing Doctoral Education in Physical Education Teacher Education

ABSTRACT

If teaching physical education is a moral activity, it follows that there is a moral component to the preparation of teachers of physical education and thus a moral component to the preparation of teacher educators. In this article, I examine the major policies, agendas, and practices that influence doctoral preparation in physical education teacher education. I argue from both a utilitarian and realist perspective that we can best serve children and youth in schools by being knowledgeable of the contexts and effects of these policies, agendas, and practices in educating future professors of physical education teacher education.     

教师教育中通识教育的问题与对策

在教师教育中实施通识教育是教师职业的必然要求。但当前我国教师教育中的通识教育还存在认识不到位、师资水平不高、教学方法陈旧、课程设置不合理、学生选课存在功利倾向等问题。解决教师教育中通识教育的问题可从提高认识、调整课程结构、促进专业教育与通识教育的结合、多种方式解决师资队伍问题等几个方面着手。     

美、加、澳初任教师专业标准及其对我国教师教育的启示

初任教师的专业标准实际上就是新教师的入职门槛,对教师教育具有重要的导向作用。各国的初任教师专业标准既有共同性,都注重专业知识、专业实践、专业责任、持续学习诸方面,又各有特色:美国《InTASC示范核心教学标准》重视发展性、加拿大安大略省《专业实践基础》重视实践性、《澳大利亚初任教师教育项目认证:标准和程序》则具体而易操作。以上三国的初任教师专业标准,对中国教师专业标准的制定以及职前教师教育培养目标的完善有积极的启示作用。     

The Hispanic Experience in Physical Education Teacher Education Programs: A Qualitative Study

The purpose of this study was to describe the experiences of Hispanic faculty involved in physical education teacher education programs at predominantly White colleges and universities in the United States. The study was positioned in the theoretical framework of organizational socialization. Participants were Hispanic (n = 6) faculty from various kinesiology-based programs in tenure-track positions at institutions of higher education in the United States. Data were collected via semi-structured interviews and transcribed, triangulated, and analyzed with constant comparative procedures. We uncovered the following themes: (a) underrepresented, (b) socialized, and (c) cultured and determined. The study’s findings magnify the need for faculty and administrators to heighten their awareness and implement strategies to improve the organizational socialization of Hispanic faculty, particularly at predominantly White doctoral-granting colleges and universities. This means, for instance, identifying strategies to recruit, prepare, retain, and mentor Hispanic faculty at such institutions.     

A 30-Year Scoping Review of the Physical Education Teacher Satisfaction Literature

While stress has always been present in the teaching profession, recent trends such as standardized testing and school and teacher accountability may be making teachers’ work more stressful. Teacher satisfaction research has emerged as a popular lens through which to understand how teachers experience their work. This scoping review sought to summarize the literature related to physical education teacher satisfaction published between 1987 and 2016. A total of 20 articles that reported research from 11 different countries were identified for inclusion. Thematic analysis of the study results led to the construction of four themes: (a) levels of physical education teacher satisfaction vary by level and context; (b) demographic variables do not reliably predict satisfaction; (c) intrinsic and psychosocial variables influence job satisfaction; and (d) the workplace and interpersonal relationships influence job satisfaction. Results are discussed and recommendations provided, particularly related to a theoretical basis for future research and methodological diversity.     

对专业型教师教育问题的综述研究

我国的教师教育是专业型教师教育。从颁布《教师法》以来，这种教师教育以对国外教师专业化建构模式的本土化移植为起点，经历了从对“专业”的界定到教师专业化理论成型、从教师专业发展路径拓展到基本理论夯实、从对教师专业化的质疑到新教师教育范式在望的曲折历程。     

澳大利亚全国职前教师教育鉴定制度述评

鉴定制度是教师教育质量保证和提高的有效机制.为了进一步提升教师教育的质量,建立教师队伍高标准资格框架,奠定教师持续性专业发展的坚实基础,前不久,澳大利亚教学与领导协会建立了一套全新的由毕业生标准和培养标准为基础的职前教师教育鉴定制度,以保证教师教育机构培养出合格胜任的新教师.文本勾勒了澳大利亚全国鉴定制度主要背景,对其基本框架和鉴定标准作了简要说明,并就该鉴定制度作了简要的分析.     

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.     

奥地利教师教育政策改革述评

近年来,奥地利的教师教育遇到了一些问题与挑战,主要表现在教师队伍的老龄化、教师的工作满意度低、教师的业绩评估没有得到充分的重视。为解决这些制约教师发展的问题,奥地利在教师教育政策方面进行了职前教师教育政策、教师就业市场政策、教师在职培训政策以及教师发展激励政策的改革。     

国家与教师教育

20世纪70年代以来,全球教育领域逐渐形成了两大研究重心,一是教育政策研究,二是教师教育研究。世界各国日益重视教师教育的改革与发展。在我国,怎样更好地培养专业化的教师、增强教师教育的专业性不断成为研究人员关注的焦点。从国家角度看,政府是更加关心怎样以合理的成本供应足够数量的、相当素质的教师队伍呢,还是更加关注教师职业的专业性建设呢?国家、大学、教师教育的权力关系又是怎样的呢?英国的教师教育改革为了解当今世界各国专业、国家与教师教育的历史发展提供了一个视窗。     

专业化视野下的教师教育改革

教师专业化已成为教师教育改革的趋势,专业化是一个不断深化的过程。进行教师教育改革,促进教师专业发展,应从树立现代教师专业的理念、扩大教师专业自主权、构建一体化的教师教育体制、合理设置教师教育课程优化教师专业知能等几方面入手。     

A Conceptual Framework for Assessment Literacy: Opportunities for Physical Education Teacher Education

ABSTRACT

Although more nuanced understandings of assessment have been proposed in the physical education literature, assessment practices remain relatively underdeveloped, and when used, tend to focus on traditional, summative evaluations of learning. However, physical education teacher education programs can be used as an intervention to help pre-service teachers develop assessment knowledge and skill. Toward this end, the purpose of this article is to propose an evidence-based framework for helping pre-service teachers develop assessment literacy that is rooted in occupational socialization theory. The framework provides a four-phase approach to integrating assessment into teacher education, and includes suggestions for how physical education teacher educators can progressively help build pre-service teachers’ assessment knowledge in line with the focus given to instruction and planning. These suggestions acknowledge the technical and sociocultural aspects of learning to use assessment. Implications are discussed along with the need to help graduating pre-service teachers transfer lessons learned into the workplace.     

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.     

英格兰的教师教育及其对我国的启示

英格兰对教师的基本条件有明确的要求,对教师资格的认定有专业标准,对教师培训机构和培训者同样有明确要求。PGCE项目作为英格兰教师教育的主要方式之一。其培训的内容、方式、评价及奖学金政策等在一定程度上反映了英格兰教师教育实施的概况。