Beyond bricks and mortar: a qualitative examination of factors influencing diffusion of an innovative PETE graduate program

ABSTRACT

As novel approaches to post-graduate education emerge and professional learning concepts evolve, there is a need for additional research investigating the processes by which physical education teacher education (PETE) faculty and administrators conceptualise and launch non-traditional graduate programming. The purpose of this study was to investigate stakeholders’ perceptions of the factors influencing the diffusion of a one-year, contextually based, full-immersion master’s degree in PE. Six stakeholders, including individuals from a mid-sized university, a global fitness corporation, and a rural K-12 school district all located within the United States, participated in semi-structured interviews. Deductive content analysis methods were used to analyse the data. Utilising Roger’s Attributes of Innovation, eleven sub-themes emerged. Findings represent stakeholders’ perceptions of facilitators and barriers to the implementation and diffusion of an innovative effort to deliver graduate education. Challenges and lessons learned provide insight for PETE faculty and administrators seeking to expand graduate education beyond bricks and mortar.

KEYWORDS:

• Physical education teacher education
• innovation
• graduate education
• practice-to-theory
• collaboration

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes on contributors

Emily Jones is Associate Professor in the School of Kinesiology and Recreation at Illinois State University, USA. She teaches courses within the undergraduate and graduate Physical Education Teacher Education programs. Her lines of research include issues related to: school- and community-based physical activity programs and initiatives, and student recruitment and retention in higher education.

Andrew Eberline is an Assistant Professor in Physical Education Teacher Education at Illinois State University in Normal, Illinois, USA. He conducts educational research that emphasizes in the study of teachers in physical education. One area of primary research includes innovative pedagogy, focusing on educational technology related to heart rate monitors and technological integration in an active setting. Dr. Eberline is also interested in teacher evaluations related to physical educators and educational community partnerships.

Robert Knipe is a doctoral student in Doctoral Student in the Department of Curriculum and Instruction, University of Texas at Austin, USA. He is an advocate for Physical Education and high quality, on-going professional development teachers who inspire students to live a healthy and active lifestyles. Knipe has taught elementary Physical Education.