Teachers' Perceptions of PETE Preparation for Teaching in Urban Schools

Educational research documents high attrition rates among urban teachers, and many who leave the profession (as well as those who stay) claim they were ill prepared during their teacher education programs to teach in urban schools (Darling-Hammond, 2000, Ingersoll, 2003, Matus, 1999, Stanford, 2001). However, little research, especially in physical education (PE), has specifically examined how urban teachers think their teacher education programs were deficient and strategies they suggest for reforming those preparation programs. Purpose: Therefore, the purpose of this study was to examine PE teachers' perceptions and recommendations about their PETE preparation for teaching in urban schools. Methods: Drawing from interpretivist, qualitative methodologies (LeCompte & Schensul, 1999), we interviewed 32 middle school PE teachers (32-65 years old; 19 males, 13 females; 13 African American, 19 Caucasian; 4-35 years teaching experience) (75 total audio-recorded and transcribed interviews lasting between 45-60 minutes) from two urban centers in the Midwestern US over three years. We analyzed the data using constant comparison and analytic induction, and sought trustworthiness through member checks, researcher journals, and peer debriefing. Analysis/Results: We identified three themes that explain PE teachers' perceptions of PETE program preparedness for urban teaching. First, teachers expressed resentment toward their PETE experiences stemming from three sources: 1) dominance of White cultural and teaching norms in racially homogonous idealistic teaching situations, 2) absence of PETE faculty with experience in urban communities or schools, and 3) overemphasis of the scientific basis of PE and under-emphasis on socio-cultural issues prominent in urban communities. Second, teachers' life experiences (e.g., growing up, participating in athletics, and work/volunteer experience in urban communities) tended to be more significant than their PETE experiences for surviving urban schools. PETE programs should take advantage of the life experiences of PETE students from urban areas to help all PETE students understand those contexts and minority cultures. Third, teachers gave extensive recommendations to improve PETE experiences so teachers are better prepared to navigate complex urban schools, including students examining their own cultural backgrounds, understanding issues within the urban community (history, populations, traditions, language), the urban school (violence and crime; transience of administrators, teachers, and students; language differences; parents), and issues specific to PE (little or no equipment and budget, grant writing, community development, large class sizes, basketball culture, decreased contact time, integrating social development). Conclusions: These findings have broad implications for improving PETE programs, as well as strategies for retaining teachers in urban schools.