"We've Got Next" — PETE Faculty's Role in Promoting Professional Learning
Physical educators' lack of involvement in professional state, district, and national professional organizations is noted in the literature. What role, however, do teacher educators play in increasing involvement in professional associations? This article highlights how physical education teacher education faculty members, at three institutions in one state, involve preservice teachers in their professional organizations in meaningful ways. Collectively, the faculty members share a deliberate intent to motivate students to initiate their involvement during preservice education, as well as to encourage them to continue their involvement and membership in the professional organization beyond graduation. The underlying theme of communities of practice is expanded upon with examples of course-embedded experiences, participation in professional development endeavors, and service-learning projects at each institution.
Gallo, A.M., Sheehy, D., Bohler, H., and Richardson, K. (2015). “We've Got Next” — PETE Faculty's Role in Promoting Professional Learning. Journal of Physical Education, Recreation & Dance. 86(2), 29-33. doi: 10.1080/07303084.2014.988374.
Virtual Commons Citation
Gallo, Ann Marie; Sheehy, Deborah; Bohler, Heidi; and Richardson, Karen (2015). "We've Got Next" — PETE Faculty's Role in Promoting Professional Learning. In Movement Arts, Health Promotion and Leisure Studies Faculty Publications. Paper 99.
Available at: http://vc.bridgew.edu/mahpls_fac/99