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Self-Study in Physical Education Teacher Education pp 169–180Cite as

Where We Go from Here: Developing Pedagogies for PETE and the Use of Self-Study in Physical Education and Teacher Education

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Part of the book series: Self-Study of Teaching and Teacher Education Practices ((STEP,volume 13))

Abstract

The physical education teacher education (PETE) research field is in trouble. The research base of PETE has not grown much in recent years and this is not a healthy sign for the field. I hope this text can bring greater focus to how we think about and facilitate more research on teacher education, and how teacher educators can better support those learning to teach. Many physical education and sport pedagogy researchers are currently more focused on building research careers around how pedagogies of the body and pedagogies of new media impact on young people’s understandings of and engagement with sport and physical activity. There is a primary interest for a cohort or early career academics. There is also a small cadre of academics interested in professional development of physical education teachers (Armour and Yelling 2004; Parker et al. 2012) but this research is not a focus of this commentary. I am delimiting my documents to teacher education as in initial teacher education. This focus does not suggest the research topics alluded to above are not important for physical education. They are.

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Author information

Authors and Affiliations

  1. University of Limerick, Limerick, Ireland

    Mary O’Sullivan

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  1. Mary O’Sullivan
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Correspondence to Mary O’Sullivan .

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Editors and Affiliations

  1. University of Auckland, Auckland, Auckland, New Zealand

    Alan Ovens

  2. Brock University, St. Catharines, Ontario, Canada

    Tim Fletcher

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O’Sullivan, M. (2014). Where We Go from Here: Developing Pedagogies for PETE and the Use of Self-Study in Physical Education and Teacher Education. In: Ovens, A., Fletcher, T. (eds) Self-Study in Physical Education Teacher Education. Self-Study of Teaching and Teacher Education Practices, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-319-05663-0_13

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