Physical Education Teacher Education (PETE) programs should connect to reality of school
life with collaborative and innovative efforts to improve quality of school physical education
programs. Undergraduate physical education programs in the United States have changed
considerably during the past two decades. One of the main changes was the expansion of
non-teaching majors (Zeigler, 1988). The reform of undergraduate physical education
programs from single track to multiple was a result of changing employment patterns of
students in the programs. Thus, physical education programs in the United States have begun
to prepare students in different careers (McBride, 1984). On the other hand, There is an
argument over subject matter of physical education being closely aligned to sport, games, and
fitness activities that physical education should focus on sub-disciplines (i.e. biomechanics,
exercise physiology) (Corbin & Eckert, 1990). Therefore, the purpose of this paper is to
analyze these different approaches in reforming PETE programs with a critical inquiry for the
future
Real Time Impact Factor:
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Author Name: Ferman KONUKMAN
URL: View PDF
Keywords: Physical Education, Teacher Education, Reform
ISSN:
EISSN: 2148-1148
EOI/DOI: 10.14486/IntJSCS449
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