TY - JOUR
T1 - Implications for European Physical Education Teacher Education during the COVID-19 pandemic
T2 - a cross-institutional SWOT analysis
AU - O’Brien, Wesley
AU - Adamakis, Manolis
AU - O’ Brien, Niamh
AU - Onofre, Marcos
AU - Martins, João
AU - Dania, Aspasia
AU - Makopoulou, Kyriaki
AU - Herold, Frank
AU - Ng, Kwok
AU - Costa, João
N1 - Publisher Copyright:
© 2020 Association for Teacher Education in Europe.
PY - 2020/8/7
Y1 - 2020/8/7
N2 - The present study, using a sample of Physical Education Teacher Education (PETE) representatives from five Higher Education European institutions (England, Finland, Greece, Ireland, and Portugal) sought to investigate the proposed measures of change required for programme delivery during the academic year of 2020–21. Each team completed a SWOT (strengths, weaknesses, opportunities and threats) examination through inductive cross-analysis, using a deductive structure, following the dimensions of: PETE Programme; PETE Staff; PETE Students. The findings presented at a case level show how each PETE programme is seeking to manage an important tension between the experiential nature of Physical Education (PE) as a subject, in light of the institutional and external constraints towards online and blended approaches. Having identified the thematic variables for PETE at an overall programme, staff and student level, the SWOT analysis heightened PETE pedagogue understanding of the subject beyond ‘physical’ contact spaces, for meaningful third-level teacher education delivery.
AB - The present study, using a sample of Physical Education Teacher Education (PETE) representatives from five Higher Education European institutions (England, Finland, Greece, Ireland, and Portugal) sought to investigate the proposed measures of change required for programme delivery during the academic year of 2020–21. Each team completed a SWOT (strengths, weaknesses, opportunities and threats) examination through inductive cross-analysis, using a deductive structure, following the dimensions of: PETE Programme; PETE Staff; PETE Students. The findings presented at a case level show how each PETE programme is seeking to manage an important tension between the experiential nature of Physical Education (PE) as a subject, in light of the institutional and external constraints towards online and blended approaches. Having identified the thematic variables for PETE at an overall programme, staff and student level, the SWOT analysis heightened PETE pedagogue understanding of the subject beyond ‘physical’ contact spaces, for meaningful third-level teacher education delivery.
KW - SWOT analysis
KW - blended learning
KW - higher education
KW - online teaching
KW - pedagogy
UR - http://www.scopus.com/inward/record.url?scp=85091133634&partnerID=8YFLogxK
U2 - 10.1080/02619768.2020.1823963
DO - 10.1080/02619768.2020.1823963
M3 - Article
AN - SCOPUS:85091133634
SN - 0261-9768
VL - 43
SP - 503
EP - 522
JO - European Journal of Teacher Education
JF - European Journal of Teacher Education
IS - 4
ER -
