Scholarly Behaviors of Physical Education Methods Teacher Educators in Ohio

Abstract

This study focused on the behavior of a proportional, stratified random sample of 40 physical education methods teacher educators (PEMTEs) in the state of Ohio, or more specifically, on the professional implications of their scholarly behaviors. The focal questions addressed were (a) how do PEMTEs meet their responsibility to stay current in their professional areas, and (b) what are the professional implications of these efforts? Four specific behaviors were examined as evidence of scholarly behaviors: (a) reading professional journals, (b) writing for publication, (c) attendance at professional conferences, and (d) active involvement in research. Findings were then contrasted to findings from previous studies of physical educators, education professors, and university professors. PEMTEs in Ohio tend to read the professional literature related to physical education without attending to the literature in the broader realm of education. Few of the PEMTEs in Ohio write for publication or are actively involved with research—behaviors shared with other physical educators, education professors, and many university professors. PEMTEs appear to attend more state and national meetings than do other physical educators or other university professors. The extent of involvement at such conferences, however, is unknown. Implications of the behaviors described are discussed, and conclusions are drawn on the basis of the reported data.

When Everyone Gets What They Want: A Description of a Physical Education-Teacher Education Service-Learning Project

“…Research focusing on the institutional socialization of physical education teacher educators (PETEs) has revealed: (a) dissonance between faculty and institutional priorities and values relative to research, teaching, and service; (b) work overload and insufficient time that precludes execution of a research agenda; (c) perceived disregard for quality teaching and productive service; and (d) asystematic feedback and mentoring relative to T & P progress (Goc Karp & Williamson, 1993;Goc Karp, Williamson, & Shifflet, 1996;Metzler & Freedman, 1985;Williamson, 1990. These findings partially explain why most PETEs are disengaged from scholarly activity and why the majority of performed and published research is the work of a PETE minority (Metzler & Freedman, 1985;Mitchell, 1992).…”

Productive Physical Education Pedagogy Scholars: Why They Do It and How

“…When considering the data presented in this study, however, one must remember that JTPE is only one possible outlet for scholarly work; there are other outlets for scholarly research (other journals, papers delivered at conferences and resultant proceedings, book chapters, etc.). JTPE was selected for this study because of the low levels of readership of other major journals in the field (e.g., Research Quarterly for Exercise and Sport, Quest) among pedagogy faculty (Metzler & Freedman, 1985;Mitchell, 1992b).…”

“…Even though this responsibility has been tied to the role of professor for the best part of this century, few professors appear to be involved in research and publication efforts consistently across their careers (Burch, 1989; Carnegie Foundation for the Advancement of Teaching, 1985;Ducharme & Agne, 1982;Freeman, 1977;Ladd & Lipset, 1976;Metzler & Freedman, 1985;Mitchell, 1992aMitchell, , 1992bMitchell & Lawson, 1986;Scott, 1986).…”

“…The journal was founded in the spring of 1981 by Metzler and Freedman to create "an outlet for research and topical discussion articles for the discipline of physical education teacher education" (Metzler & Freedman, 1981, p. 1). As an indication of the impact of JTPE, the journal has been identified as one of the journals most often read by PETE faculty (Metzler & Freedman, 1985;Mitchell, 1992b).…”

A Qualitative Study on the Socialization of Beginning Physical Education Teacher Educators

“…1990;Metzler & Freedman, 1985;Mitchell, 1992;Mitchell & Lawson, 1986;Williamson, 1990aWilliamson, , 1990b. To date, only one published account addresses beginning PETE faculty (Mitchell & Ormond, 1989).…”