PETE Academics as Public Intellectuals and Activists in a Global Teacher Education Context

Autor/in	O'Sullivan, Mary
Titel	PETE Academics as Public Intellectuals and Activists in a Global Teacher Education Context
Quelle	In: Physical Education and Sport Pedagogy, 23 (2018) 5, S.536-543 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2018.1470617
Schlagwörter	Social Justice; Physical Education; Physical Education Teachers; Teacher Educators; Interviews; Teacher Attitudes; Cross Cultural Studies; Educational Policy; College Faculty; Research; Faculty Workload; Instructional Innovation; Program Design; Teacher Education; Educational Research; Best Practices; Equal Education; Access to Education; Educational Quality; Learning Experience; Foreign Countries; Ireland; New York; New Jersey; Ohio; New Zealand; Australia + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Interviewing; Interviewtechnik; Lehrerverhalten; Cultural comparison; Kulturvergleich; Politics of education; Bildungspolitik; Fakultät; Forschung; Educational Innovation; Bildungsinnovation; Programme design; Programmaufbau; Programmplanung; Bildungsforschung; Pädagogische Forschung; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Lernerfahrung; Ausland; Irland; Neuseeland; Australien
Abstract	Mary O'Sullivan writes that she spent part of her sabbatical leave interviewing teacher educators from nine countries across three continents exploring teacher education contexts both nationally and locally, and the nature of the 'teacher educators' work in these contexts. Three issues struck her: (1) The intensification of regulation and policy changes around education globally was placing enormous strain on local and national initial teacher education (ITE) systems, higher education, schools and the teacher educators who enact these programmes; (2) demands on academic staff to be research active, socially engaged, AND committed to innovation in teaching and programme design was as a professor noted, 'gruelling and relentless; and (3) A sense of lack of interest in (and in a few cases a lack of respect for) teacher education research by several scholars. This special issue is part of a raft of recent publications focused on Physical Education Teacher Education (PETE), and suggests a resurgence of interest in PETE research. Exploration of how sociological and social justice issues are addressed and implemented in PETE programs internationally demands teacher educators to be more critically aware how and why they might value and advocate for social justice as part of their work. O'Sullivan believes that the contributors to this issue are more optimistic relative to the potential of transformative pedagogies in PETE than Patti Lather who claimed that implementing a critical pedagogy in the field of schooling is impossible. The contributions to this special issue provoke readers to engage with PETE and PETE research and encourage the sharing of best practices in fostering awareness and commitments to social justice and equal access for all to quality teaching and learning experiences (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01