Background/Purpose The purpose of this study was to generate a grounded theory that explains how a Wisconsin university includes Act 31 in its physical education teacher education (PETE) teacher-training curriculum. Act 31 requires pre-service teachers in Wisconsin to receive training in the history, culture, and tribal sovereignty of federally-recognized tribes and bands to become licensed teachers by the Department of Public Instruction (DPI). An absence of research exists on how PETE programs include Act 31 in teacher-training curriculum.
Method A qualitative grounded theory approach was used to investigate this phenomenon. Data were collected from four instructors and five PETE pre-service teachers through class artifacts and formal interviews.
Analysis/Results Interpretive analysis and line-by-line coding were used to analyze the data. Five themes emerged from the analysis: (1) factors affecting the teaching of Act 31, (2) instructors' teaching of Act 31, (3) instructors' thoughts on their teaching of Act 31, (4) Act 31 and PETE courses, and (5) PETE pre-service teachers and Act 31. A critical pedagogy analysis identified each theme with a schooling approach (preparation for employment) or an education approach (developing transformative individuals) to teaching Act 31. Instructors' teaching of Act 31 was the only theme identified as an education approach.
Conclusions The participant university followed a schooling approach to including Act 31 in its PETE teacher-training curriculum. How the university addresses the Act 31 requirement for PETE pre-service teachers needs to be re-evaluated. Additionally, Wisconsin DPI needs to reconsider the concept of compliance for Act 31.
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