Expert Perspectives on the Future of Physical Education in Higher Education

Autor/inn/en	Lorusso, Jenna R.; Richards, K. Andrew R.
Titel	Expert Perspectives on the Future of Physical Education in Higher Education
Quelle	In: Quest, 70 (2018) 1, S.114-136 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lorusso, Jenna R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6297
DOI	10.1080/00336297.2017.1359789
Schlagwörter	Physical Education; Higher Education; Interviews; Delphi Technique; Males; Teacher Education Programs; Physical Education Teachers; Educational Policy; Cooperation; Conflict; Doctoral Programs; Curriculum; Neoliberalism; Educational History; Participatory Research; Semi Structured Interviews; Barriers + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Delphi-Methode; Male; Männliches Geschlecht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Politics of education; Bildungspolitik; Co-operation; Kooperation; Konflikt; Doktorandenprogramm; Curricula; Lehrplan; Rahmenplan; Neo-liberalism; Neoliberalismus; History of education; Bildungsgeschichte; Forschungstätigkeit
Abstract	Despite physical education teacher education/physical education sport pedagogy's (PETE/PESP's) significant strides in the past century, there are concerns about its future. Grounded in participatory research, and through an interview-Delphi method, this study purposefully sampled five male PETE/PESP scholars' expert critiques of current threats, projections of probable and preferable futures, and recommendations for transformation. Data were analyzed through an interpretive approach. Findings included: (a) limitations in physical education policy, teacher preparation, and status as key threats; (b) more of the same conflicts in the probable future and increased cooperation regarding conflicts in the preferable future; and (c) proactively revising the subdisciplinary framework and doctoral studies as transformative recommendations. We interpret issues critiqued as threatening PETE/PESP's future, and projections of the probable future, as reflective of neoliberal rationality that has renormalized academic work in de-democratizing ways. We interpret that projections of preferable futures and transformative recommendations call for a re-emphasis on ethical academic attitudes to resist neoliberalization and reclaim democracy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01