Not surprised, but concerned: The professoriate's reaction to PETE doctoral education in the United States

Melissa Parker, Sue Sutherland, Christina Sinclair, Phillip Ward

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish
Pages (from-to)157-177
Number of pages21
JournalJournal of Teaching in Physical Education
Volume30
Issue number2
DOIs
Publication statusPublished - Apr 2011
Externally publishedYes

Keywords

  • Curriculum
  • Higher education policy
  • Occupational socialization
  • Teacher education

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