Historic Traditions and Future Directions of Research on Teaching and Teacher Education in Physical Education

  • FiT Library Item
    0
  • Backlisted
    0

Educator Resources:

  • Desk Copy Available: 
    0
  • Exam Copy Available: 
    0
  • Supplemental Teaching Tools Available: 
    0

Given the unprecedented growth in the knowledge base of physical education and in the number of new physical education teacher education faculty, and given that many of the field’s leaders are retired or soon will be, it is imperative that the “conceptual torch” be passed in a thoughtful way.

For this reason, a conference was held October 11-14, 2007, in Pittsburgh, Pennsylvania, to bring experienced and beginning researchers together to reflect on research about teaching and teacher education in physical education and to engage in a dialogue on what has been accomplished, what the knowledge base looks like, and where teaching professionals need to head in the future so that continued progress will be made. Speakers from three generations of scholars were invited to address these subjects, and the conference was organized into six theme areas:

  • Research on Teaching Physical Education
  • Teacher and Student Cognition
  • Philosophic Issues
  • Impediments and Challenges
  • Youth Sport, Physical Activity, Public Health, and Social Change
  • Research on Physical Education Teacher Education

These conference proceedings capture the maturation process of physical education as a field of study, for the purpose of preserving the intellectual treasures of its evolution. They will serve as an important resource for teachers and students alike.

Contents
Introduction to Historic Traditions and Future Directions of Research
on Teaching and Teacher Education in Physical Education . . . ..  .  . . ix
Lynn Housner, WEST VIRGINIA UNIVERSITY, Michael Metzler,                                                                                                                                                                          GEORGIA STATE UNIVERSITY, Paul Schempp, UNIVERSITY OF                                                                                                                                                              GEORGIA, & Tom Templin, PURDUE UNIVERSITY

SECTION 1
Research on Teaching Physical Education

1. Research on Teaching Physical Education: Celebrating Our Past and                                                                                                                                                                     Focusing on Our Future . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . 3
Daryl Siedentop, THE OHIO STATE UNIVERSITY

2. From Carbon (Paper) to Computer Chips: A Personal Retrospective on                                                                                                                                                                   the Art of Informing Research through Teaching . . . . . . . . . . . . . . .. . . . . 15
Kate R. Barrett, UNIVERSITY OF NORTH CAROLINA, Greensboro, Retired

3. Necessary but Not Sufficient . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Judith E. Rink, UNIVERSITY OF SOUTH CAROLINA

4. A Curriculum to Believe In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Catherine D. Ennis, UNIVERSITY OF MARYLAND

5. Learning in Physical Education: The Complex Nature of Relationships in                                                                                                                                                            the Gymnasium. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . 41
Stephen Silverman, COLUMBIA UNIVERSITY

6. Conceptions of Teaching: In the Service of Research, Theory, and                                                                                                                                                                          Teacher Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . 51
Inez Rovegno, UNIVERSITY OF ALABAMA

7. Doing Research on Teaching and Preparing Teachers in Physical Education:                                                                                                                                                Married, Estranged or Divorced? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 59
Hans van der Mars, ARIZONA STATE UNIVERSITY

8. What Feminist Activist Research Can Do for Physical Education                                                                                                                                                                            Teaching and Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . 75
Kimberly L. Oliver, NEW MEXICO STATE UNIVERSITY

9. Queer and Psychoanalytic Approaches to Social Justice in Physical                                                                                                                                                           Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  .81
Heather Sykes, UNIVERSITY OF TORONTO

10. Research on Teaching and Physical Activity:                                                                                                                                                                                             Getting and Keeping Youth Active .. . . . . . . . . . . . . . . . . . . . . . . . . . . .  91
Pamela Hodges Kulinna, ARIZONA STATE UNIVERSITY

SECTION 2
Teacher and Student Cognition

11. Carpo Sententia . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . .  . . 101
Paul G. Schempp, UNIVERSITY OF GEORGIA

12. Found in Translation: How Expert Teachers Make Communication Work 105
Collin A. Webster, UNIVERSITY OF SOUTH CAROLINA

13. What We Know about Student Thinking and How We Learned It:                                                                                                                                                                        A Historical Perspective on Student Cognition . . . . . . . . . . . . . . . . . . . . . . 111
Amelia Lee, LOUISIANA STATE UNIVERSITY

14. Cognitive Mediation as a Framework for Studying Student Cognition . . . .115
Melinda A. Solmon, LOUISIANA STATE UNIVERSITY

15. The Role of Conceptions of Ability in Student Cognition . . . . . . . . . . . . . 121
Weidong Li, THE OHIO STATE UNIVERSITY

16. Competence and Motivation as Key Constructs in Student Cognition . . . .127
Ping Xiang, TEXAS A&M UNIVERSITY

SECTION 3
Philosophic Issues

17. A Physical Education for the Future or a Future for Physical Education? ..137
David Kirk, LEEDS METROPOLITAN UNIVERSITY

18. Who Pushed Humpty Dumpty? Dilemmas in Physical Education                                                                                                                                                                          circa 2007.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Richard Tinning, UNIVERSITY OF QUEENSLAND

19. Who’s Watching the Children? Current Issues Relating to the Research                                                                                                                                                       Agenda in Physical Education Classrooms. . . . . . . . . . . . . . . . . . . . . . . . . 155
Peter Hastie, AUBURN UNIVERSITY

20. Harry Potter, Philosophy, and the Future of Physical Education . . . . .. . .  159
Linda Griffin, UNIVERSITY OF MASSACHUSETTS

21. “Poeths” Wanted! Reawakening the Ethical Conscience in PETE’s                                                                                                                                                              Pedagogy and Research through Acts of Self-acquaintance . . . . . . . . . . . . .  165
Juan Miguel Fernandez-Balboa, UNIVERSIDAD AUTÓNOMA DE MADRID

22. Identity in Movement: Performativity, Pedagogy, and Physical Education . . 171
Laura Azzarito, LOUGHBOROUGH UNIVERSITY

23. Phenomenology as a Theory and Method for Contemporary                                                                                                                                                                 Philosophical Research  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Lynda M. Nilges-Charles, UNIVERSITY OF SOUTH CAROLINA

24. The Child and the Curriculum: Implications of Deweyan Philosophy in                                                                                                                                                               the Pursuit of “Cool” Physical Education for Children . . . . . . . . . . .. . . . . . .  . 187
Nate McCaughtry, WAYNE STATE UNIVERSITY

SECTION 4
Impediments and Challenges

25. Evidence-based Practice in Physical Education: Ample Evidence,                                                                                                                                                               Patchy Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..199                                                                                                                                              Doune MacDonald, UNIVERSITY OF QUEENSLAND

26. Facilitating Teachers’ Career Paths: What Do We Know and                                                                                                                                                                           What Can We Do?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207

Susan Lynn, FLORIDA STATE UNIVERSITY, Amelia Mays Woods,                                                                                                                                                             UNIVERSITY OF ILLINOIS

 

27. The Learning Teacher in Physical Education . . . . . . . .  . . . . . . . . . . . . .  213

Kathleen Armour, Kyriaki Makopoulou, and Fiona Chambers,                                                                                                                                                                  LOUGHBOROUGH UNIVERSITY

 

28. Breaking the Cycle of Non-teaching Physical Education Teachers:                                                                                                                                                             Lessons to Be Learned from the Occupational Socialization Literature . . . . . .  221

Matthew D. Curtner-Smith, UNIVERSITY OF ALABAMA

 

29. Sport Pedagogy through a Wide-Angle Lens . . . . . . . . . . . . . . . . . . . . . . 227

Clive C. Pope, UNIVERSITY OF WAIKATO

 

30. “I Have Very Little Left to Give”: Understanding the Emotional Experiences of                                                                                                                                              Teachers and Teacher Burnout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  237

Russell L. Carson, LOUISIANA STATE UNIVERSITY

 

SECTION 5

Youth Sport, Physical Activity, Public Health, and Social Change

 

31. Paradigms, Exemplars, and Social Change: Knowledge Needs for New                                                                                                                                                               Program Designs and Policy Research . . . . . . . . . . . . . . . . . . . . . . . . . . . .  249

Hal A. Lawson, UNIVERSITY OF ALBANY

 

32. A Public Health Perspective: For PETE’s Sake! . . . . . . . . . . . . . . . .. . . .  259

Thomas L. McKenzie, SAN DIEGO STATE UNIVERSITY

 

33. Living in the Margins of Our Field . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . 267

Don Hellison, UNIVERSITY OF ILLINOIS AT CHICAGO,                                                                                                                                                                                           Tom Martinek, UNIVERSITY OF NORTH CAROLINA at Greensboro

 

34. Meaning and the Professoriate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271

Tammy Schilling, LOUISIANA TECH UNIVERSITY

 

35. Integrated Health and Physical Education, Physical Activity, and Youth                                                                                                                                                 Development: A Second Generation Program for Low-income School Districts  279

Sarah Doolittle, ADELPHI UNIVERSITY

 

36. Research on the Teaching Personal and Social Responsibility Model:                                                                                                                                                                  Is It Really in the Margins? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289

Paul M. Wright, UNIVERSITY OF MEMPHIS

 

37. A New Sub-discipline for the Third Generation and Beyond? . . . . . . . . . . . 297

David S. Walsh, SAN FRANCISCO STATE UNIVERSITY

 

SECTION 6

 

Research on Physical Education Teacher Education

 

38. When Tadpoles Grew Legs and Began to Walk upon the Land:                                                                                                                                                                         The Earliest Days of PETE Doctoral Programs and Research . . . . . . . . . . . .  303

Patt Dodds, UNIVERSITY OF MASSACHUSETTS

 

39. Tracking R-PETE from 1980 to 2000: Research on Programmatic Change,                                                                                                                                           Participants’ Perspectives, and Control of PETE Programs . . . . . . . . . . .  . . . 315

Mark Byra, UNIVERSITY OF WYOMING

 

40. Tracking R-PETE from 1980 to 2000: Research on Inservice Teacher Education,                                                                                                                                                    Recruitment and Selection, and Teacher Educators. . . . . . . . . . . . . . . . . . . .. .325

Murray Mitchell, UNIVERSITY OF SOUTH CAROLINA

 

41. Tracking R-PETE from 1980 to 2000: Research on Teacher Induction, Socialization,                                                                                                                                          and Development; the Placement of PETE Graduates; and the R-PETE Enterprise.  333

Michael W. Metzler, GEORGIA STATE UNIVERSITY

 

42. Content Matters: Knowledge that Alters Teaching . . . . . . . . . . . . . . . . . . . . . . 345

Phillip Ward,THE OHIO STATE UNIVERSITY

 

43. Teacher Learning within an Inquiry Model of PETE . . . . . . . . . . . . . . . . .  . . . . 357

Connie S. Collier,KENT STATE UNIVERSITY

 

44. Ten Years In and I Don’t Know Jack . . . umm, PETE! . . . . . . . . . . . . . . . .  . . 365

Bryan McCullick,UNIVERSITY OF GEORGIA

 

45. Preparation of Teachers for Teaching Physical Education in Schools:                                                                                                                                                         Research on Teachers’ Reflection, Beliefs, and Knowledge . . . . . . . . . . . . . . . . .. 373

Niki Tsangaridou, UNIVERSITY OF CYPRUS

 

Abouth the Editors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383

About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 387