Physical Education Teacher Educator Career Transitions: Decision-Making Dynamics Regarding D-PETE Program Applications and Entry

• In Event: AERA Roundtable Session 2
  In Roundtable Session: Whole of School Approaches and Teacher Preparation in Physical Education

Abstract

This study explored professional career paths into physical education teacher education (PETE). Specifically, participants’ decision-making dynamics regarding PETE doctoral program application and entry was investigated. Participants included 28 PETEs with an average of 19 years of experience as a university teacher educator. Data sources included semi-structured interviews, living graphs (Hryniewicz, et al., 2014; Iannucci & MacPhail, 2018), and participant vitae. Three primary themes along with several subthemes, alone and together, describe participant’s decision-making: a) self-initiated, b) forced choice based on career requirements, and c) influence of significant others. Understanding of how and why participants re-positioned themselves from their current roles into doctoral education has important implications for further research and practice regarding the conduct and quality of PETE doctoral education.

Authors

• Kevin Patton, California State University - Chico

• Melissa Parker, University of Limerick