Understanding Physical Education Teacher Education (PETE) Faculty Members’ Perceptions on the Role of K-12 Teaching Experience in Their Work in Higher Education

• In Event: Research In Progress Roundtables Session 4
  In Invited Roundtable: Teacher Education: Identities, Pedagogy, Relational Consciousness, and Well-being (Table 10)

Abstract

Many universities seek to hire PETE faculty who have at least three years of K-12 teaching experience. The challenge to find high quality PETE candidates for tenure track faculty positions may continue trends toward hiring DPETE graduates without the experience (van der Mars, 2011). This study seeks to fill this gap and understand and explore the perspectives of PETE faculty without prior teaching experience. It is important to train DPETE students without prior K-12 teaching experience with skills in teaching undergraduate professional classes and with knowledge about external service in K-12 schools (Lawson, 2011).

The purpose of this research study is to explore PETE faculty members’ perceptions of the role of K-12 teaching experience in their work in higher education.

Author

• Alexander Eugene Kurtzman, California State University - Northridge