Chapter 8: Retention in PETE--Interview Results and Discussion

Autor/inn/en	Kern, Ben D.; Ayers, Suzan F.; Killian, Chad M.; Woods, Amelia Mays
Titel	Chapter 8: Retention in PETE--Interview Results and Discussion
Quelle	In: Journal of Teaching in Physical Education, 38 (2019) 1, S.61-67 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	School Holding Power; Teacher Education Programs; Physical Education; Physical Education Teachers; Preservice Teachers; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehramtsstudiengang; Lehrerausbildung
Abstract	Background/Purpose: Student retention in physical education teacher education (PETE) programs is critical to promoting high-quality physical education in schools. This aspect of the current study was to investigate PETE program coordinators' perceptions of their role in the process of retaining students within their programs. Method: Thirty-six PETE program coordinators (12 males and 24 females) completed in-depth interviews. The data were analyzed using a standard interpretative approach grounded in inductive analysis and constant comparison. Results: The PETE coordinators in this study perceived retention to be: (a) aligned with core job expectations, (b) grounded in relationships, (c) impacted by external and policy factors, and (d) limited by time and resources. Discussion/Conclusion: Retention in PETE is supported when faculty members utilize constructivist learning pedagogies and develop a sense of belonging among PETE students. Retention issues may be addressed through involvement with state policymakers and professional organizations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01