This book seeks to focus attention on physical education teacher education (PETE) by building the knowledge base and broadening the geographical, theoretical, and innovative writing about PETE, PETE teacher educators, and those who shape and experience PETE.
Teacher competence is a major factor in influencing student learning. Teacher educator competence is also a key factor in preparing high-quality teachers for schools. Therefore, there is a high value in focussing on who teacher educators are and which knowledge bases can inform careful program design as well as pedagogical and assessment strategies around the intended processes of teacher learning. Developed around a framework for studying teacher education, insights into two key elements of teacher education are used to structure the content of this book. Five of the six chapters focus on pedagogies of teacher education, while the last chapter explores the lives of an international cohort of teacher educators and their motives for engagement in research. Based on elements presented and those provided in the framework an agenda exploring pressing issues for teacher education is posed.
This book was originally published as a special issue of Curriculum Studies in Health and Physical Education.
Table of Contents
Introduction – Physical education teacher education in a global policy space
Mary O’Sullivan and Melissa Parker
1. Making a different difference: physical education teacher education students’ reading of critical PETE program
Rod Philpot and Wayne Smith
2. A comparative study of Canadian and Scottish students’ perspectives on health, the body and the physical education curriculum: the challenge of ‘doing’ critical
Shirley Gray, Sarah MacIsaac and William J. Harvey
3. Preparing physical and health education pre-service teachers to support students’ physical activity and wellbeing during the school day
Pilvikki Heikinaro-Johansson, Elina Hasanen, Eileen McEvoy and Nelli Lyyra
4. Faculty and student perspectives of and experiences with TPACK in PETE
Jennifer M. Krause and Brandy M. Lynch
5. Teacher educators’ enactment of pedagogies that prioritise learning about meaningful physical education
Tim Fletcher, Déirdre Ní Chróinín, Caitlin Price and Nancy Francis
6. Research lives of physical education teacher educators
Eileen McEvoy, Ann MacPhail and Pilvikki Heikinaro-Johansson
Mary O’Sullivan is Professor Emerita of Physical Education and Youth Sport in the Department of Physical Education and Sport Sciences at the University of Limerick (UL), Ireland. Her research interests relate to policy and practice in teaching and teacher education with specific interest in professional development for teachers and teacher educators and in physical education curriculum developments in Ireland. Mary currently serves as Chair of the Irish National Council for Curriculum and Assessment (NCCA) and as Research Integrity Officer for the University of Limerick. She served as the Dean of Faculty for Education and Health Sciences at UL, on several editorial boards, and as the Secretary General of AIESEP.
Melissa Parker is a Senior Lecturer in the Department of Physical Education and Sport Sciences at the University of Limerick, Ireland. She teaches undergraduate and post-graduate courses in physical education teaching and learning, and outdoor education. Her scholarly interest areas include accessing teacher and student voice and the professional learning of teachers and teacher educators. She serves as Associate Editor for the Journal of Teaching in Physical Education and on the Editorial Board for Physical Education and Sport Pedagogy.