Search Chair and Physical Education Teacher Perceptions About Filling PETE Positions

Abstract

Given recent evidence that a shortage of qualified candidates for PETE positions exists (Boyce & Rikard, 2008; Woods, Goc Karp, & Feltz, 2003), this dual purposed study was designed to examine the nature of and possible factors that may contribute to that shortage. The first purpose was to examine the results of searches from the perspectives of search chairs for PETE positions posted during the 2007–08 academic year. The second purpose was to determine K-12 teachers’ perceptions about pursuing advanced degrees and careers in PETE. Search chairs highlighted low numbers of qualified applicants and the need for strategies that improve the recruitment of individuals to choose PETE doctoral studies. The majority of teachers (52%) reported aspirations to continue their careers teaching at the K-12 level instead of pursuing teaching in higher education. Suggestions for policy reexamination in PETE doctoral programs related to hiring and recruitment are provided.

Learning on the fly: Transitioning from doctoral student to physical education teacher educator

“…Similar to previous work, scholars may consider Fletcher and Casey's (2017) research design by following individuals across the different stages of their careers in hope of understanding the path toward becoming a teacher educator over time, using alternative methods or theory. A few of the participants also described the importance of identifying and selecting qualified candidates with prior K-12 teaching experience to fill PETE positions, as previously suggested by Woods et al (2011). Beyond positive mentorship, guided opportunities from program faculty, and recruitment of qualified candidates, several participants expressed an internal desire to help the field by preparing qualified health and physical education professionals.…”

“…Understanding the preparation of PETE faculty members for their roles as teacher educators is critical as these faculty members help shape the beliefs and practices of future teachers. While many PETE faculty members begin teaching K-12 physical education, the decision to pursue academic careers often follows working as an inservice teacher (Woods et al, 2011). Apart from Self-Study of Teacher Education Practices (S-STEP) scholarship (Casey and Fletcher, 2012; North et al, 2022), literature about the degree to which faculty members perceive their background and doctoral education prepared them for teacher education is scant (Kosnik et al, 2011; Ward, 2016; Williams et al, 2011).…”

Career Transitions: Decision-Making Dynamics Regarding Physical Education Teacher Education Doctoral Program Applications and Entry

“…There are two common routes to teacher education; one where a person teaches in a school setting and returns to higher education and the other where someone remains in higher education after an undergraduate degree and gains a doctoral degree (McEvoy et al, 2019). Physical education teacher educators generally enter the profession after having taught and/or coached in a K-12 school setting for several years (Graber et al, 2020;Lee & Curtner-Smith, 2011), providing a set of experiences from which they can draw (Woods et al, 2011). These experiences, combined with an apprenticeship of observation (Lortie, 1975) in which they begin to learn about the PETE faculty role from watching their own teacher educators (Richards & Fletcher, 2019), appear as mediating socializing factors to pursue doctoral education and shape candidates' perspectives on the role of PETE (Brunsdon & Curtner-Smith, 2022;Jowers et al, 2021;Richards et al, 2021).…”

Understanding US PETE Faculty Stress in the Sociopolitical Environment of Higher Education

“…Through initial PETE, many prospective doctoral students have an apprenticeship of observation (Lortie, 1975) in which they begin to learn about the PETE faculty role by observing their own teacher educators (Richards and Fletcher, 2019). Many doctoral recruits also teach in schools prior to doctoral education (Woods et al, 2011), which provides a set of experiences from which teacher educators can draw (Boyd et al, 2007). Taken together, these experiences serve to develop faculty recruits’ initial understandings, or subjective theories (Grotjahn, 1991), about both physical education and PETE, which frame subsequent receptivity to doctoral education (Lee and Curtner-Smith, 2011).…”