School Physical Education and Teacher Education: Collaborative Redesign for the Twenty-first Century

Description

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 changes in today’s fast-paced, diverse and uncertain global society. It argues that only a revolutionary move away from national policy silos can reinvigorate physical education and lead to improved, equitable outcomes for children and youth, and both novice and veteran teachers. Drawing on developing success stories in diverse places, this book emphasizes three important strategies: international-comparative analyses, which facilitate cross-border knowledge generation, innovation, professional learning and continuous improvement; solid, dynamic partnerships between teacher education programmes and exemplary school physical education programmes; and knowledge-generating teams consisting of exemplary teachers and teacher educators. Each chapter provides viable alternatives and rationales framed by unique national and local contexts. Significantly, these chapters announce that the work that lies ahead – and starts now – is a collective action project. It necessitates collaborative research and development among policy leaders, researchers, teacher education specialists, physical education teachers and, in some cases, school-age students. This is essential reading for all researchers with an interest in physical education or teacher education, and an invaluable source of new perspectives for physical education students, pre-service and in-service teachers, and educational administrators and policymakers. 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 Learning from Suzanne’s entrepreneurship strategies Moving from policy neglect to prioritization Epilogue References Chapter 15: Learning to plan and planning to learn during turbulent times Getting started: learning from other exemplars Cross-border lesson-drawing Criteria for programme transportability Two strategies for futures-oriented planning Evaluating the inherited PE system An expansive view of the PE system Blurred PE visions in some nations Summary reflections on previous chapters New designs for new times Inherited assumptions Alternative school designs Blending three twenty-first century models Digital age learning systems Children’s identity development Comparing and contrasting three models Conclusion References Chapter 16: Developing commitments and capacity to learn with, and from, each other Twenty-first century thinking and global themes “Mind the (collaboration) ‘gap’ ” Equitable accountability Three considerations for working with, and learning from, each other 1 Roles, responsibilities and weakening boundaries 2 Support structures and networking as effective practice True partnership and communication across PE/PETE Learning from, and negotiating, partnerships Strategies for communicating productively Are we ready to engage with collective action strategies? Determining and appreciating “space” and “flexibility” Advocating for shared recognition Acknowledging the “privileged” Conclusion References Index