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Abstract
The purpose of this article is to provide physical education teacher education (PETE) faculty and program directors/administrators with an introduction to stakeholder think tanks as a structured collaborative decision-making approach for conceptualizing the integration of contemporary, practice-oriented issues into university-level teacher preparation programs. To do this, the authors outline and describe a five-step process used to facilitate a think tank session with K-12 practitioners to address the implementation of program and policy advocacy within a PETE program. The five steps are: (1) explore, (2) define, (3) brainstorm, (4) share and expand, and (5) vote. The authors propose that building and strengthening partnerships with K–12 practitioners that focus on building a shared vision, fostering open and ongoing communications, and collaboratively producing knowledge can enhance the quality of teacher education programs and program graduates.
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Notes on contributors
Emily Jones
Emily Jones ([email protected]), Mary Henninger and Skip Williams are associate professors in the School of Kinesiology and Recreation at Illinois State University in Normal, IL. Karen Gaudreault is an assistant professor in the Department of Health, Exercise and Sport Sciences at the University of New Mexico in Albuquerque, NM.