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School Physical Education and Teacher Education : Collaborative Redesign for the 21st Century.

By: Contributor(s): Material type: TextSeries: Publisher: Oxford : Taylor & Francis Group, 2020Copyright date: ©2020Edition: 1st edDescription: 1 online resource (211 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9781000030297
Subject(s): Genre/Form: DDC classification:
  • 613.7
Online resources:
Contents:
Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- Foreword -- Chapter 1: Grand challenges as catalysts for the collaborative redesign of physical education, teacher education, and research and development -- The importance of an international-comparative framework -- Changing contexts -- Cross-border learning, development, lesson-drawing, and knowledge generation -- Framing and addressing international grand challenges: key assumptions -- Shared grand challenges as a unifier and rallying mechanism -- Introducing the grand challenges -- The layout of each grand challenge chapter -- Recommended perspective for readers -- References -- Chapter 2: The aims and outcomes challenge: Preparing physical education teacher educators and teachers for twenty-first century redesign imperatives and accountability requirements -- Introduction -- Anchor 1: justifying and advocating for PE in schools -- Anchor 2: how do we know what is learned and how to share that learning? -- Anchor 3: dealing with diversity -- Conclusion -- References -- Chapter 3: The standards-based curricular reform challenge: Shared responsibility through networking -- Education systems design -- No one set of standards -- United States -- Ireland -- Flanders -- Issue 1: evidence of students achieving standards -- Issue 2: barriers teachers face in teaching students to achieve standards -- Issue 3: the role of PETE in preparing teachers to teach to, and facilitate students, achieving the standards -- Issue 4: lack of formal accountability mechanisms -- The grand challenge: shared responsibility through networking -- References -- Chapter 4: The alignment and coherence challenge: Developing university-school partnerships for the simultaneous improvement and redesign of school programmes and teacher education -- Introduction.
Issues within and between PE and PETE -- Issues within PE -- Adverse effects of PE issues on PETE -- Issues within PETE -- Adverse effects of PETE issues on PE -- The pervasiveness of the alignment and coherence challenge -- United we stand, divided we fall -- Conclusion -- Epilogue -- References -- Chapter 5: The innovation challenge: Maintaining programme standards and developing cohesion while developing and testing alternative designs in new kinds of schools -- Proposal one: meeting the standards for PE in an age of accountability -- Proposal two: strengthening collaboration within districts and local education authorities -- Collaboration as culture -- Collaboration as learning -- Collaboration as politics -- Proposal three: reconnect with health education to present a greater presence in policy discussions and practice -- Proposal four: become a part of the social-emotional learning movement -- Proposal five: contribute to the whole school, whole community, whole child model -- Policy and practice lesson drawing -- Recommendations for a shared research and development agenda that would encourage the international PE and PETE community to work together collectively to enhance the standing and survival of school PE and PETE -- References -- Chapter 6: The interdisciplinary challenge: Preparing teacher educators and teachers to span knowledge, organizational and international boundaries -- Interdisciplinarity and boundary spanners -- Case 1: crossing research discipline boundaries -- Case 2: crossing community health, sport and education boundaries -- Case 3: crossing global boundaries for effective PE curriculum -- Devising and enacting strategies for interdisciplinarity -- Three strategies to overcome the interdisciplinary challenge -- Conclusion -- References.
Chapter 7: The professional socialization challenge: Teacher education for a preferable future for physical education -- Framing the professional socialization challenge -- Passive teacher recruitment reproduces programmes -- Persistence of recruits' subjective theories -- Pressures to meet institutional standards and accreditation requirements -- Addressing the professional socialization challenge -- Active recruitment into physical education teacher education -- Constructivist-oriented physical education teacher education curricula -- Advocacy for better alignment in institutional and accreditation requirements -- Conclusions and future research directions -- Chapter epilogue -- References -- Chapter 8: The cultural competence challenge: Readying schools and university programmes for student, teacher and faculty diversity -- An activist approach to PE and PETE -- Student-centred pedagogy -- Attentiveness to issues of embodiment -- Inquiry-based education centred in action -- Listening and responding to students over time -- Building the foundation -- Planning -- Responding to students -- Listening to respond -- Analysing the responses -- A worked example of student-centred inquiry as curriculum in sport -- An activist approach around the world -- Discussion -- References -- Chapter 9: The digital age challenge: Preparing physical and health educators to understand and support "online" youth -- Introduction -- Scoping the "digital age" challenge for PE teachers and PETE -- Intractable challenges -- What can we learn from collaborative research with young people and teachers? -- Research example one -- Research example two -- Social media -- Addressing the grand challenge for PE teachers and PETE -- Conclusion -- Notes -- References.
Chapter 10: The PE school curriculum challenge: The shared construction, implementation and enactment of school physical education curriculum -- Introduction -- Physical education curriculum construction - back to the future or future proof? -- Shared curriculum construction: whose voices and choices? -- Student voices and student agency -- Teacher voices and teacher involvement -- An Asia-Pacific example: the construction phase -- PE teacher educator voices and ongoing involvement -- Curriculum implementation: a multi-layer perspective -- Curriculum enactment: from policy to practice -- Teachers and teacher educators: curriculum change agents? -- Returning to the Asia-Pacific example: the implementation and enactment phases -- Reflecting on teacher involvement in the Asia-Pacific -- An Irish example: the reality of including numerous stakeholders throughout the curriculum reform process -- Conclusion -- References -- Chapter 11: The research and development challenge: Better aligning teachers' and teacher educators' needs, priorities and demands -- Introduction -- Physical education teachers and teacher educators: together or apart? -- A continuum for physical education teachers and teacher educators -- An illustrative case of sustaining an integrated approach to teaching and teacher education -- A revisitation of Alex's opening narrative -- Conclusion -- Epilogue -- Note -- References -- Chapter 12: The evidence-based decision-making challenge: Developing research-supported, data-informed, structures and strategies in schools and teacher education programmes -- Elements of the grand challenge -- Where do teachers get their evidence? -- Why do teachers not consider research evidence as an option? -- Institutional barriers -- The difficulty of reading research -- Lack of incentives to change.
Configuring PETE to be responsive and "fit for purpose" in developing evidence-based practitioners -- Limitations of action research projects -- The need for a scaffolded sequence of experiences -- Strategy 1: helping students to ask research questions that require data and necessitate evidence-based decision-making -- Strategy 2: helping students to source evidence -- Stage 3: identifying data that reflect impact -- Conclusion -- References -- Chapter 13: The professional development challenge: Achieving desirable outcomes for students, teachers and teacher educators -- Safeguarding a professional monopoly as challenges mount -- CPD and the normative model for a profession -- Does the profession measure up? -- From voluntary professional responsibility to external accountability mechanisms -- Continuing professional development with a self-interested purpose: safeguarding and enhancing the profession's status and employment markets -- An international perspective -- Variability and context-specificity in PE teachers' professional development. -- Variability and context-specificity in PETEprofessional development initiatives -- Collaborative professional development for PE and PETE -- Looking ahead -- References -- Chapter 14: The public policy challenge: Preparing and supporting teacher educators and teachers as change agents and policy entrepreneurs -- Starting with a popular stereotype -- Chapter overview and team approach -- Appreciating the meaning and significance of public policy -- A short review of policy neglect -- Exploring implications of policy neglect -- The possibilities of policy engagement: starting with awareness -- Developing policy know-how -- The complexity of policy engagement -- An approach for complex policy engagement: policy entrepreneurship -- Policy entrepreneurship in PE/PETE.
Suzanne's policy entrepreneurship: PE and Scotland's Curriculum for Excellence.
Summary: Setting a common international agenda for physical education, this book asks how physical education and physical education teacher education can be reconfigured together so that they are responsive to change in today's fast-paced, diverse and uncertain global society.
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Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- Foreword -- Chapter 1: Grand challenges as catalysts for the collaborative redesign of physical education, teacher education, and research and development -- The importance of an international-comparative framework -- Changing contexts -- Cross-border learning, development, lesson-drawing, and knowledge generation -- Framing and addressing international grand challenges: key assumptions -- Shared grand challenges as a unifier and rallying mechanism -- Introducing the grand challenges -- The layout of each grand challenge chapter -- Recommended perspective for readers -- References -- Chapter 2: The aims and outcomes challenge: Preparing physical education teacher educators and teachers for twenty-first century redesign imperatives and accountability requirements -- Introduction -- Anchor 1: justifying and advocating for PE in schools -- Anchor 2: how do we know what is learned and how to share that learning? -- Anchor 3: dealing with diversity -- Conclusion -- References -- Chapter 3: The standards-based curricular reform challenge: Shared responsibility through networking -- Education systems design -- No one set of standards -- United States -- Ireland -- Flanders -- Issue 1: evidence of students achieving standards -- Issue 2: barriers teachers face in teaching students to achieve standards -- Issue 3: the role of PETE in preparing teachers to teach to, and facilitate students, achieving the standards -- Issue 4: lack of formal accountability mechanisms -- The grand challenge: shared responsibility through networking -- References -- Chapter 4: The alignment and coherence challenge: Developing university-school partnerships for the simultaneous improvement and redesign of school programmes and teacher education -- Introduction.

Issues within and between PE and PETE -- Issues within PE -- Adverse effects of PE issues on PETE -- Issues within PETE -- Adverse effects of PETE issues on PE -- The pervasiveness of the alignment and coherence challenge -- United we stand, divided we fall -- Conclusion -- Epilogue -- References -- Chapter 5: The innovation challenge: Maintaining programme standards and developing cohesion while developing and testing alternative designs in new kinds of schools -- Proposal one: meeting the standards for PE in an age of accountability -- Proposal two: strengthening collaboration within districts and local education authorities -- Collaboration as culture -- Collaboration as learning -- Collaboration as politics -- Proposal three: reconnect with health education to present a greater presence in policy discussions and practice -- Proposal four: become a part of the social-emotional learning movement -- Proposal five: contribute to the whole school, whole community, whole child model -- Policy and practice lesson drawing -- Recommendations for a shared research and development agenda that would encourage the international PE and PETE community to work together collectively to enhance the standing and survival of school PE and PETE -- References -- Chapter 6: The interdisciplinary challenge: Preparing teacher educators and teachers to span knowledge, organizational and international boundaries -- Interdisciplinarity and boundary spanners -- Case 1: crossing research discipline boundaries -- Case 2: crossing community health, sport and education boundaries -- Case 3: crossing global boundaries for effective PE curriculum -- Devising and enacting strategies for interdisciplinarity -- Three strategies to overcome the interdisciplinary challenge -- Conclusion -- References.

Chapter 7: The professional socialization challenge: Teacher education for a preferable future for physical education -- Framing the professional socialization challenge -- Passive teacher recruitment reproduces programmes -- Persistence of recruits' subjective theories -- Pressures to meet institutional standards and accreditation requirements -- Addressing the professional socialization challenge -- Active recruitment into physical education teacher education -- Constructivist-oriented physical education teacher education curricula -- Advocacy for better alignment in institutional and accreditation requirements -- Conclusions and future research directions -- Chapter epilogue -- References -- Chapter 8: The cultural competence challenge: Readying schools and university programmes for student, teacher and faculty diversity -- An activist approach to PE and PETE -- Student-centred pedagogy -- Attentiveness to issues of embodiment -- Inquiry-based education centred in action -- Listening and responding to students over time -- Building the foundation -- Planning -- Responding to students -- Listening to respond -- Analysing the responses -- A worked example of student-centred inquiry as curriculum in sport -- An activist approach around the world -- Discussion -- References -- Chapter 9: The digital age challenge: Preparing physical and health educators to understand and support "online" youth -- Introduction -- Scoping the "digital age" challenge for PE teachers and PETE -- Intractable challenges -- What can we learn from collaborative research with young people and teachers? -- Research example one -- Research example two -- Social media -- Addressing the grand challenge for PE teachers and PETE -- Conclusion -- Notes -- References.

Chapter 10: The PE school curriculum challenge: The shared construction, implementation and enactment of school physical education curriculum -- Introduction -- Physical education curriculum construction - back to the future or future proof? -- Shared curriculum construction: whose voices and choices? -- Student voices and student agency -- Teacher voices and teacher involvement -- An Asia-Pacific example: the construction phase -- PE teacher educator voices and ongoing involvement -- Curriculum implementation: a multi-layer perspective -- Curriculum enactment: from policy to practice -- Teachers and teacher educators: curriculum change agents? -- Returning to the Asia-Pacific example: the implementation and enactment phases -- Reflecting on teacher involvement in the Asia-Pacific -- An Irish example: the reality of including numerous stakeholders throughout the curriculum reform process -- Conclusion -- References -- Chapter 11: The research and development challenge: Better aligning teachers' and teacher educators' needs, priorities and demands -- Introduction -- Physical education teachers and teacher educators: together or apart? -- A continuum for physical education teachers and teacher educators -- An illustrative case of sustaining an integrated approach to teaching and teacher education -- A revisitation of Alex's opening narrative -- Conclusion -- Epilogue -- Note -- References -- Chapter 12: The evidence-based decision-making challenge: Developing research-supported, data-informed, structures and strategies in schools and teacher education programmes -- Elements of the grand challenge -- Where do teachers get their evidence? -- Why do teachers not consider research evidence as an option? -- Institutional barriers -- The difficulty of reading research -- Lack of incentives to change.

Configuring PETE to be responsive and "fit for purpose" in developing evidence-based practitioners -- Limitations of action research projects -- The need for a scaffolded sequence of experiences -- Strategy 1: helping students to ask research questions that require data and necessitate evidence-based decision-making -- Strategy 2: helping students to source evidence -- Stage 3: identifying data that reflect impact -- Conclusion -- References -- Chapter 13: The professional development challenge: Achieving desirable outcomes for students, teachers and teacher educators -- Safeguarding a professional monopoly as challenges mount -- CPD and the normative model for a profession -- Does the profession measure up? -- From voluntary professional responsibility to external accountability mechanisms -- Continuing professional development with a self-interested purpose: safeguarding and enhancing the profession's status and employment markets -- An international perspective -- Variability and context-specificity in PE teachers' professional development. -- Variability and context-specificity in PETEprofessional development initiatives -- Collaborative professional development for PE and PETE -- Looking ahead -- References -- Chapter 14: The public policy challenge: Preparing and supporting teacher educators and teachers as change agents and policy entrepreneurs -- Starting with a popular stereotype -- Chapter overview and team approach -- Appreciating the meaning and significance of public policy -- A short review of policy neglect -- Exploring implications of policy neglect -- The possibilities of policy engagement: starting with awareness -- Developing policy know-how -- The complexity of policy engagement -- An approach for complex policy engagement: policy entrepreneurship -- Policy entrepreneurship in PE/PETE.

Suzanne's policy entrepreneurship: PE and Scotland's Curriculum for Excellence.

Setting a common international agenda for physical education, this book asks how physical education and physical education teacher education can be reconfigured together so that they are responsive to change in today's fast-paced, diverse and uncertain global society.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2025. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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