Physical Education Teacher Education in Kinesiology: Past, Present, and Future

Abstract

This paper evolved from a panel discussion presented at the 2020 American Kinesiology Association Leadership Workshop focused on promoting physical activity through Kinesiology teaching and outreach. The authors consider the role of Physical Education Teacher Education (PETE) in promoting physical activity by examining the historical role that PETE has played in what are now Departments of Kinesiology, the status of PETE programs today, and how the future of PETE programs can impact the future of the discipline of Kinesiology. The challenges and barriers that PETE programs face are presented. The role of PETE programs in research institutions is examined, and case studies are presented that demonstrate the complexities the academic units face regarding allocating resources to PETE programs. The consequences of program termination are considered, and the authors then make a case that PETE programs are important to the broader discipline of Kinesiology. The authors conclude by encouraging innovative solutions that can be developed to help PETE programs thrive.

Influence of Secondary Organizational Socialization on How Physical Education Teacher Education Program Coordinators Execute Their Administrative Roles and Responsibilities

“…Key components of the university culture acting to assist and/or hinder PETE faculty include the ethos of the university (e.g., research or teaching), senior colleagues, administrators, and students (Brunsdon & Curtner-Smith, 2022a;2022b;Casey & Fletcher, 2012Richards et al, in press). In addition, role ambiguity between research and teaching objectives as informed by the focus of the institution are also prevalent at universities that maintain 'businesslike' cultures (i.e., universities that base program success on metrics only, and attempt to eradicate programs with low student enrollments, and/or programs that are not 'financially worthwhile') (Enright et al, 2017;Richards et al, in press;Solmon et al, 2020;Sparkes, 2021).…”

“…A PETE program coordinator is the faculty member in charge of overseeing the undergraduate physical education teacher certification program, that is typically housed within a kinesiology or education department/college. The limited research to date suggests that PETE faculty administrative roles and responsibilities may include curriculum redevelopment, student recruitment, and completing accreditation reports (Solmon et al, 2020).…”

Physical Education and Sport Pedagogy: The Application of the Academic Discipline of Kinesiology

“…As academic units began offering nonteaching degree options that led to careers in the fitness industry and preparation for graduate study in allied health fields, enrollment in PETE programs steadily declined. In response to budget concerns and an increased reliance on tuition dollars to fund university operations, low enrollment programs are often at risk for elimination, and that has happened to PETE programs at a number of institutions, especially research-intensive universities (Solmon et al, 2020). The low enrollment in PETE programs coupled with the high demand on resources to maintain accreditation often drive the decision to eliminate programs.…”

“…Brooks (1981) recognized that different institutions have different missions and he pointed out that large universities tend to be focused on academic pursuits while professional preparation, in this case teacher education, is often left primarily to regional institutions. Solmon et al (2020) make the case that, despite the challenges and barriers that exist, maintaining high-quality PETE programs is important to the discipline of kinesiology. They point out that a large majority of public research universities have teacher licensure programs reflecting a commitment to provide quality teachers for the workforce.…”

“…They all need expertise grounded in the basic instructional skills that Rink (2003) describes, and it would serve the major well to include course work that supports developing those skills. The program at Pennsylvania State University, as described in Solmon et al (2020), is an example of one way to construct a degree path that can incorporate pedagogical concepts and lead to careers in a range of settings.…”