Policies, Agendas, and Practices Influencing Doctoral Education in Physical Education Teacher Education

Autor/in	Ward, Phillip
Titel	Policies, Agendas, and Practices Influencing Doctoral Education in Physical Education Teacher Education
Quelle	In: Quest, 68 (2016) 4, S.420-438 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6297
DOI	10.1080/00336297.2016.1234964
Schlagwörter	Doctoral Programs; Physical Education; Preservice Teacher Education; Educational Policy; Educational Practices; Teacher Educator Education; Career Readiness; Admission Criteria; Enrollment Influences; Student Characteristics; Course Content; Public Health; Health Related Fitness; Context Effect; Change Strategies + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Körpererziehung; Sportunterricht; Lehramtsstudiengang; Lehrerausbildung; Politics of education; Bildungspolitik; Bildungspraxis; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Kursprogramm; Gesundheitswesen; Gesundheitssport; Gesundheitstraining; Lösungsstrategie
Abstract	If teaching physical education is a moral activity, it follows that there is a moral component to the preparation of teachers of physical education and thus a moral component to the preparation of teacher educators. In this article, I examine the major policies, agendas, and practices that influence doctoral preparation in physical education teacher education. I argue from both a utilitarian and realist perspective that we can best serve children and youth in schools by being knowledgeable of the contexts and effects of these policies, agendas, and practices in educating future professors of physical education teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01