Physical Education Teacher Education (PETE) in Canada

Auteurs-es

  • Nancy Melnychuk University of Alberta
  • Daniel Robinson St. Francis Xavier Univerity
  • Chunlei Lu Brock University
  • David Chorney University of Alberta
  • Lynn Randall University of New Brunswick

Résumé

The purpose of this study was to identify physical education (PE) teacher educators and examine physical education teacher education (PETE) programs presently offered at undergraduate degree-granting Canadian universities. The investigation was conceptualized by issues related to the dislodging of PETE from a central to a marginal role in higher education, contrasting discourses, and the education of children and youth in a post-modern society. In an effort to examine the worldview orientation, underpinning discourses, curricula, structure, and organization of Canada's programs, 36 PE teacher educators from 20 universities completed an online survey. Results enabled a profile of Canada's PE teacher educators and the PETE programs in which they work. Collectively, the findings suggest a need for critical consideration and/or revisiting of programs in light of changing societal and student needs for global, socially, and culturally responsive PETE.

Key words: physical education teacher education (PETE), teacher education

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Publié-e

21-07-2011

Comment citer

Melnychuk, N., Robinson, D., Lu, C., Chorney, D., & Randall, L. (2011). Physical Education Teacher Education (PETE) in Canada. Revue Canadienne De l’éducation, 34(2), 148–168. Consulté à l’adresse https://www.cje-rce.ca/index.php/cje-rce/article/view/358

Numéro

Vol. 34 No. 2 (2011)

Rubrique

Articles

Licence

La Revue canadienne de l’éducation utilise la licence CC BY-NC-ND de Creative Commons. Pour la permission de reproduire la totalité ou une partie d’un  article, veuillez communiquer avec la directrice de la publication.