Not Surprised, But Concerned: The Professoriate's Reaction to PETE Doctoral Education in the United States

Parker, Melissa; Sutherland, Sue; Sinclair, Christina; Ward, Phillip
April 2011
Journal of Teaching in Physical Education;Apr2011, Vol. 30 Issue 2, p157
Academic Journal
The purpose of this qualitative study was to initiate a discussion and explore reactions to PETE doctoral education in the United States. A purposeful sample of 27 representatives from doctoral and non doctoral granting programs in the U.S. was interviewed. Analysis resulted in four themes: (a) Is the dog wagging its tail or the tail wagging the dog? (b) Frame of reference = Self, (c) There is a core, but different roads lead to Rome, and (d) Regulating deregulation. It was concluded that a shared view of expectations for the PETE doctorate is existent, but inconsistent; future faculty may not be well-prepared; most of what faculty would like to change is tied to political and economic demands; and PETE faculty believe that we should hold ourselves accountable for introducing, but not institutionalizing change. Overall this study suggests PETE-D education in the United States may be at a critical crossroad.


Related Articles

  • A Critical Examination of the Curriculum of Physical Education Teacher Education Doctoral Programs. Ward, Phillip; Parker, Melissa; Sutherland, Sue; Sinclair, Christina // Journal of Teaching in Physical Education;Apr2011, Vol. 30 Issue 2, p145 

    Concerns have been raised in the Physical Education Teacher Education (PETE) doctoral education literature regarding: (a) the narrowness of research preparation, (b) the emphasis on disciplinary silos, (c) the lack of competitiveness and innovation within and beyond academia, and (d) the role of...

  • MAKING SENSE OF THE CAPSTONE PROCESS: REFLECTIONS FROM THE FRONT LINE. Brown, Angela Humphrey; Benson, Barbara // Education;Summer2005, Vol. 125 Issue 4, p674 

    This qualitative study explores how college faculty and students make sense of the Capstone process by examining their perspectives of this culminating performance assessment used in a graduate-level secondary education program. Students and faculty articulated positive benefits about the...

  • INTERROGATING OUR PRACTICE: ENACTING A "YES AND" CPED AGENDA AT DUQUESNE UNIVERSITY. Welch, Olga M. // Planning & Changing;2013, Vol. 44 Issue 3/4, p149 

    This article focuses on one dean's approach to securing and maintaining faculty involvement in developing a School of Education CPED Initiative. Using the conceptual framework of "execution" (Bossidy & Charan, 2002), the author describes how the goal of creating a "change-capable" culture (a)...

  • O PORTFÓLIO AUTOBIOGRÁFIO COMO EXPERIÊNCIA FORMATIVA NO CURSO DE LICENCIATURA EM EDUCAÇÃO FÍSICA. Filgueiras, Isabel Porto // Revista Mackenzie de Educacao Fisica e Esporte;2007, Vol. 6 Issue 2, p179 

    This work tells the use of the autobiográfico portfólio as formative strategy in the course of graduation in Physical Education of the Universidade Presbiteriana Mackenzie in disciplines of Psychology of Education II. The experience is based on the concepts of significant learning and...

  • PROJETO INTERDISCIPLINAR PARA A 8a ETAPA DO BACHARELADO EM EDUCAÇÃO FÍSICA: OS DESAFIOS ENFRENTADOS PELOS DOCENTES. Da Costa, Ferdinand Camara; Rodrigues, Graciele Massoli; Kallas, Daniele Barrionuevo // Revista Mackenzie de Educacao Fisica e Esporte;2007, Vol. 6 Issue 2, p205 

    The professional intervention depends on the synthesis and the knowledge articulation, and the professors of the graduation course have the responsability to create experiences so the senior students can practice it. The objectives of this article are: a) to present the guiding of a didactic...

  • Doctoral Degrees. W. W. C. // Journal of Higher Education;May1939, Vol. 10 Issue 5, p283 

    The article reflects on the establishment of Doctor of Education and Doctor of Administration degrees in education system in the U.S. It enumerates the reasons why the creation of additional degrees has become a degree of general utility. It recommends that providing a teaching degree with a...

  • Talent From Abroad.  // Gifted Child Today;Fall2005, Vol. 28 Issue 4, p7 

    Discusses the findings of a study on immigrant children who are excelling in science and mathematics competitions in the U.S. conducted by the National Foundation for American Policy in Arlington, Virginia. Percentage of individuals with doctorates in science and engineering fields working in...

  • ENVISIONING THE EDD AND PHD AS A PARTNERSHIP FOR CHANGE. Aiken, Judith A.; Gerstl-Pepin, Cynthia // Planning & Changing;2013, Vol. 44 Issue 3/4, p162 

    The Carnegie Project on the Education Doctorate (CPED)--which the College of Education and Social Services (CESS) at the University of Vermont has actively been involved in since 2007--has invited us to think carefully about our EdD doctoral program and its role in the improvement of schools and...

  • THE ROLE OF RESEARCH IN THE PROFESSIONAL DOCTORATE. Hochbein, Craig; Perry, Jill A. // Planning & Changing;2013, Vol. 44 Issue 3/4, p181 

    The authors argue for a clearer understanding of the role of research in the preparation of educational professionals at the doctoral level. Building on the work of the Carnegie Project on the Education Doctorate (CPED), the authors define the nature of problems of practice, offer three ways in...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics