In recent years, standards, or performance expectations for learners, have been developed across multiple disciplines, allowing students, teachers, and administrators to be held accountable for student learning. In the area of physical education teacher education (PETE), the National Standards for Beginning Physical Education Teachers that were developed by the National Association for Sport and Physical Education (NASPE) have provided a framework by which educators can develop curriculum and program content so as to best prepare their students. Despite the importance of this document, few studies have empirically examined how, or even if, these standards are being met within physical education teacher education programs. As a result of the ever-increasing focus on accountability in teacher education, it is imperative that such evaluation occur. The purpose of this study was to examine the extent to which students and faculty members felt physical education teacher education programs prepared preservice teachers to meet the NASPE National Standards for Beginning Physical Education Teachers.
Method
Grounded in teacher socialization theory, research questions examined whether or not various PETE programs prepared their students to meet the National Standards for Beginning Physical Education Teachers, and if so, how individuals perceived that this preparation occurred. PETE programs at five separate universities were examined. Within each program, faculty members, current students, and former students participated in both formal and conversational interviews. Additionally, a document analysis was conducted of various items provided by each faculty member. Data were analyzed and themes were developed through both inductive and deductive qualitative analyses. To establish trustworthiness and credibility, triangulation, peer debriefing, negative case analysis, and member checking were employed.
Analysis/Results
Results found that although each PETE program experienced success in preparing students to meet the NASPE standards for beginning physical education teachers, the extent to which individuals perceived this preparation to be successful varied when speaking to faculty members, current students, and former students. While current students and faculty members frequently reported having similar perceptions regarding the standards and the extent to which preservice teachers were prepared to meet these standards, former students often indicated that although they had received preparation with regard to the standards, additional preparation in some areas may have been warranted.
Conclusions
These findings are representative of the teacher socialization process, as individuals' perceptions of the education they received are often altered as they progress through different stages of their careers.