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