Challenges for Physical Education Teacher Education PETE

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Challenges for Physical Education Teacher
Education (PETE)

• Patt Dodds, Ph.D.
• Professor (Emerita)
• University of Massachusetts--Amherst

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Challenges for PETE

• Establishing using a research base
• History of doctoral programs
• Key theories research
• Recruiting TE candidates
• Recruiting T candidates
• Finding common ground
• Using assessment data wisely to change programs
• Negotiating policy worlds

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PETEs Major Eras

• Pre-1970s
• 1970s Earliest PETE doctoral programs
• 1980s, 90s, 00s Growth, elimination
  re-invention of doctoral PETE programs

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1st Major Era Masters-Prepared Teacher
Educators

• Pre- 1970s Critiques of TE
• Lack of knowledge Ts TE
• What we knew lists of ideal characteristics
• Lack of knowledge preservice PETEs
• Generic ED courses w/Ts of other subjects
• Separate theory activity courses
• Last semester ST only clinical teaching
  experience
• CHALLENGE Changing the game

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2nd Major Era Doctoral Programs for Teacher
Educators

• 1970s 1st doctoral programs for PETEs
• (now in 4th generation)
• Teachers College (Anderson, 1978 monograph, 1st
  PhD late 70s)
• Ohio State University (Siedentop, 1st PhD 1973)
• University of Massachusetts (Locke, 1st EdD 1980)
• Introduced systematic observation of T S
  behaviors (Darst, Zakrajsek Mancini, 1989,
  compendium)
• CHALLENGE Preparing good TEs

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Whats Going On In The Gym?(Teachers College)

• Counting timing T S behaviors
• Variety of sports classes Multi-activity
  curriculum
• Common patterns
• Fast pace of PE classes
• High management, T talk, S practice low game
  play
• Surprising variability X Ts Ss in 80 VTs
• First real descriptions on VT of actual PE
  lessons (Motor Skills Theory Into Practice
  Monograph)
• Atheoretical lets see whats there now
• CHALLENGE Developing theory research

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How Can Teachers Change?(Ohio State)

• Goal setting, recording specific behaviors
• Development, maintenance of T S behaviors
• STs, USs, CTs
• Peer STs (Dodds 1975)
• 1st theory base Applied behavior analysis (ABA)
• Ts can change behaviors
• Management time down, instructional time up, more
  activity time on task
• Self management of behaviors
• Elementary, secondary JTPE Monographs
• Contextual, T, S data all together
• CHALLENGE Producing good research

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Whats the Big Picture?(University of
Massachusetts)

• Wider context as important as players
• Research teacher educators, teachers,
  preservice teachers, students, administrators
• Experiences of Ss in gym (Portman, Carlson)
• Experiences of preservice Ts (Hutchinson)
• ALT-PE JTPE Monograph
• Equity focus (early grant specifically for PE)
• CHALLENGE Finding appropriate theories for
  variety of research interests

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Research/Theory Bases for PETE Practice

• Systematic observation of T S behaviors
• Powerful theories to drive research questions
  mid-70s
• Applied behavior analysis (Skinner, Siedentop)
• Classroom ecology (Doyle)
• The Study of Teaching (Dunkin Biddle, 1974)
• Simple model to guide research teaching
• Ts Ss backgrounds (presage Vs), context of
  class setting (process Vs), outcomes (product Vs)
  gt process-product process-process
  (quantitative) research
• Research to understand, to change (Berliner,
  1987)
• Handbooks of Research on Teaching (1963 4th ed.
  2001) and Teacher Education (2nd ed. 1996)
• Handbook of Physical Education (OSullivan et al.
  (Eds.) 2006)

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Research/Theory Bases for PETE Practice

• Applied behavior analysis (Skinner)
• Behavior can be changed by consequences
• Good preservice programs manipulate grading
  schemes set course assignments to reflect
  priorities
• Classroom ecology (Doyle, 1975)
• Learning vector, instr/mngrl/Ssocial systems
  interact to facilitate or inhibit the learning
  vector
• Good preservice programs facilitate Ss skills in
  gaining good learning vectors by adjusting the 3
  interconnected systems
• Subject Matter Knowledge Pedagogical Content
  Knowledge (Shulman 1986,1987)
• Ts need both content knowledge knowledge of
  how to teach it to Ss
• Good preservice programs emphasize SMK as
  fundamental grounding and PCK as conversion of
  SMK into practice
• Any subject can be learned at any age if Ts
  deliver content using developmentally appropriate
  PCK (Bruner, early 1960s)

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Research/Theory Basesfor PETE Practice

• Expanded research paradigms to include
  qualitative and critical theory orientations
• Gore, Macdonald, Tinning, Kirk, Templin 1981,
  Penney many others
• Griffin 1985 middle school Ts aware of equity
  problems, differed in power they felt to address
  them
• Gore 2001 advocates framework to unify TEs to
  move beyond traditions of their preparation (
  Ts associated w/the program!)
• Ennis curriculum development T VOs, impact
  of lived curriculum on
• Ss
• Siedentop, Tannehill et al. Sport education
• Griffin, Oslin, Mitchell Tactical games (TGFU
  alternative)
• Some researchers directly study PETE programs gt
  Ts, Ss, or tchg K-12
• Graber USF study of elementary TE faculty
• Metzler Tjeerdsma Blankenship Use of S
  performance and program data to revise preservice
  program

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RESEARCH KEY

• ALL legitimate doctoral preparation programs
  advocate that research data should drive
  preservice PETE program models
• Collaborative research gt new knowledge
  practices in PETE
• University F S researchers
• not possible w/o cooperation, collaboration of
  public private school Ts!
• Ohio State leader in developing maintaining
  relationships w/K-12 colleagues (Stroot)
  Longterm process
• CHALLENGE doing good research on PETE programs
  participants

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Innovative Preservice TE Models

• Blocked programs (UMass, Ohio State)
• Hours blocked, content varied w/in timeframe
• TF (athletics) w/motor learning, clinical
  teaching of peers
• Thematic programs (USF)
• NOT movement themes relationships, independence
• Immersion programs (Kent State)
• Ss live their curriculum peers mentor, residence
  halls, IT
• Cohorting Same Ss together for entire program
• Infusion of key constructs X all blocks
• Equity, assessment, students as learners
• PETE student accountability
• Performance-based assessment program
  accreditation
• Ongoing clinical teaching experiences
• Increasing settings, sophistication of teaching
  practices
• Faculty interchange, close consultation
• Most important CLOSE CONNECTIONS w/K-12 TEACHERS

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3rd Major Era Growth, Elimination, Re-invention

• 1st, 2nd, 3rd generation doctoral Ss now TEs
• Preparation of Rs gt TEs
• Increasingly complex restrictive
  college/university expectations
• Dearth of Ss, wealth of TE positions in U.S.
• Legitimacy of qualitative and critical theory
  research paradigms
• Advocacy for research data driving preservice
  PETE program models
• CHALLENGE not compromising high standards for
  PETE programs increasingly diverse
  institutional pressures

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Recruiting Challenges for PETE

• Recruiting good preservice teacher candidates
• Socialization research (Lawson, etc.)
• Finding out what recruits know at entry (Dodds
  Locke)
• Using what recruits think they know during
  program (Zeichner Tabachnik)
• Program structures learning experiences
• Facilitating preservice Ts thinking (SMK, PCK)
  as teacher intellectuals
• Helping preservice Ts gt lifelong learners and
  scholars of teaching

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Assessment Challenges for PETE

• Assessing wisely and using data to shape better
  TE
• Assessing current preK-12 PE practices current
  TE practices
• Planning doing change (Fullan, 2001)
• rapid or gradual
• Ownership of all constituents
• Specific goals and roles

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Recruiting Challenges for PETE

• Recruiting good teacher educators
• University culture climate
• Adding research to array of roles
• Ts intellectuals, TEs scholars (producers of
  knowledge)
• Actually, these roles blurred Ts TEs
  scholars
• School-based TEs critical!

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Social Construction Challenges for PETE

• Finding common ground
• Teacher educators university colleagues
• Teachers and teacher educators
• The TRIAD preTs, USs, CCTs
• Same pages, same messages, mantras themes of
  program
• Continuous inservice education for BOTH
• Same messages PA to TE students K-12 pupils
• College TEs research gt change models
• K12 Ts practical realities in situ knowledge

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Policy Challenges for PETE

• Negotiating policies TE curriculum
• National
• State/county
• Local
• Education,health, sport, PA trends

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IRELAND Unique Opportunities

• Only 3 TE institutions
• Limerick, Cork, Dublin
• F2F IT communications available
• Building community takes TIME
• ENERGY
• CONFIDENCE
• HUMILITY
• CHALLENGE What will Irish teacher education be
  like in the future?