Recruitment of Future Physical Education Teachers Will Require All Hands on Deck

Abstract

This article examines the recruitment of high-quality future physical educators, specifically as it relates to these four critical areas: (1) recognize personal traits and cultivate the dispositions of effective future teachers, (2) create experiences and foster the skills needed to be successful educators, (3) deliver innovative best practices in your gymnasium and beyond, and (4) engage in collaborative professional communities and networks.

During the first class of each academic semester I ask students in my Physical Education Teaching Methods course one key question. I ask teacher candidates to share who or what inspired them to pursue a career in teaching physical education (PE). Having done this for the past 10 years with over 300 future PE teachers, I am now rarely surprised with the reflections they share about reasons they have decided to pursue this major, career and profession.

Overwhelmingly, these preservice teachers credit a former PE teacher or interscholastic coach who inspired them to become an educator. They reflect on the interpersonal relationship with one or more of these adult role models, sharing stories of triumph or struggle the adult helped guide or coach them through. And they recall words of affirmation, encouragement, validation, and sometimes caution spoken to them regarding their interests, passions, and questions about what career they should choose or what their futures might hold for them.

On some occasions the preservice teachers share that though they always felt inclined to teach PE, they were influenced by others who discouraged them from pursing a degree in the field. As a result, they enrolled in a major in college they soon found out “just didn't fit.” And since they were in my class, that means they took steps to transfer into a Physical Education Teacher Education (PETE) program to pursue their passion.

On yet even more rare occasions, but still often enough to note, there are students who reflect on a low-quality PE experience. These students articulate learning experiences worthy of a Hall of Shame. Yet when my inevitable follow-up question, “Considering that, tell me why you have continued to pursue this major,” rolls out, they respond confidently and with fire in their eyes: “I know PE is important, and I need to make a difference, so others don't experience PE the way I did.”

They respond confidently and with fire in their eyes: “I know PE is important, and I need to make a difference, so others don't experience PE the way I did.”

The recurring pattern of responses across the preservice teachers further validates the role teachers, coaches, and K–12 schooling in general can have on a young person, particularly regarding career selection. Research in occupational socialization within physical education teaching continues to reinforce the significance of acculturation (years of K–12 schooling) on young people's perspectives of teaching, the role of teachers, and the occupation of teaching, specifically PE (Curtner-Smith, 2017; Richards & Templin, 2019). During these formative years teachers and coaches serve as formal or informal mentors, helping young people navigate their self-identity and affiliation with a career or profession (McCluney, Fallaize, & Schempp, 2018; Woods, Richards, & Ayers, 2016).

Within the recent decade there has been a sharp decline in the number of young people electing to pursue a career in PE. As a result, PETE programs across the United States have experienced smaller cohorts of students enrolling and graduating with an initial PE teacher license, certificate or endorsement (Ward, 2019). To counteract this trend, many PETE faculty members have been tasked with the challenging job of generating recruitment strategies to attract and retain high-quality students in their programs (Ayers & Woods, 2019; Bulger, Braga, DiGiacinto, & Jones, 2016). Recognizing the significant impact PE teachers and interscholastic coaches have on the lives and decisions of young people, it would seem incomplete to not invite teachers to consider joining us in recruiting high-quality future PE teachers.

Therefore, I echo and seek to expand the recommendations made by Woods and colleagues (2016) regarding the “all-in” nature of recruitment of high-quality future physical educators. Specifically, as it relates to these four critical areas: (1) recognize personal traits and cultivate the dispositions of effective future teachers, (2) create experiences and foster the skills needed to be successful educators, (3) deliver innovative best practices in your gymnasium and beyond, and (4) engage in collaborative professional communities and networks.

Recognize Traits and Cultivate Professional Dispositions

Research has outlined various qualities possessed by effective teachers such as communication, positive attitude, ethical, possesses professional knowledge, reflective, and so on. In addition, there are professional dispositions that are necessary and valued within pre- and inservice teachers. In general, these behaviors include verbal and nonverbal communication, honesty and integrity, ability to receive, interpret and apply feedback, responsibility, and the ability to collaborate and work as an effective team member. Given the dynamic and interactive nature of physical education, it would be an ideal setting to observe, acknowledge and affirm desirable qualities and dispositions.

Another area not acknowledged often enough is the need for greater diversity in those entering teacher preparation programs. The racial and ethnic diversity of school-aged children continues to grow, yet data from the NCES indicated that in 2015–16 over 80% of public school teachers were White. Therefore, it is vital that students of all racial and ethnic backgrounds are invited and encouraged to consider education as not only a viable career pathway, but also one in which there is a great need for diversity of thought, perspectives, skill and ability level, and background (O'Neil & Richards, 2018).

Create Experiences that Foster Needed Skills

Preservice teachers are often surprised at all that goes into teaching. Therefore, experiences and opportunities that not only expose students to the functions of teaching but also introduce them to the realities of life as an educator would be invaluable. National organizations such as Educators Rising provide prospective teachers (starting in high school) with experiences to develop their skills to make a lasting difference in their careers (https://www.educatorsrising.org/). Encouraging further involvement in this or similar organizations can equip students with valuable information and resources as they navigate career development. This was outlined by Bert and Richards (2018) in their call to develop Future PE Teacher Clubs. These clubs can provide invaluable experiences for high school students to explore the profession and get oriented to the unseen aspects of teaching.

Another strategy to expand students' experiences and skills is creating apprentice-type programs that allow for students to assume various roles within the planning or delivery of physical education lessons. Examples of this type of program exist in various high schools across Illinois, such as Unit 46 Schools in Streamwood, IL (https://www.u-46.org/Page/6696). Providing student opportunities to explore, build and enhance the skills essential to becoming an effective teacher can enhance their readiness for a career in education as well as elevate their understanding of the profession even before formal training begins.

Deliver Innovative Programs

Delivering high-quality, innovative physical education programs is essential. Establishing safe and positive physical and emotional environments for all students provides learners a template for what future PE programs should look like and include. These apprenticeship of observation experiences shape students' perspectives of the role of teacher and functions of teaching. As teachers model professional curiosity; experiment with new and innovative instructional approaches; deliver culturally and geographically relevant content; and connect their curriculum to community assets, students considering a career in physical education make a mental note of what they would be expected to do as professionals.

Therefore, it can be incredibly powerful to purposefully pull back the curtain, in a sense, and mentor students who express interest or curiosity in teaching. Teachers willing to assume the role of mentor can make a meaningful impact on the personal and professional development of young people (McCluney et al., 2018).

It can be incredibly powerful to purposefully pull back the curtain, in a sense, and mentor students who express interest or curiosity in teaching.

Actively Engage in Collaborative Professional Communities

Many PETE programs assemble alumni groups to serve as advisory boards to provide strategic direction, offer feedback for program improvement, and share insights from the field. If managed effectively, these councils can facilitate meaningful conversations around current trends in PE pedagogy, state and federal policies that affect teacher certification and teacher preparation programs, and strategies to best prepare and support beginning teachers as they transition into the workforce. Teachers who serve on advisory boards get first-hand knowledge of the expectations and planned experiences for students entering a PE teacher education program. This information further helps PETE faculty recognize areas that may need to be expanded within their curriculum (e.g., social emotional learning, social justice, advocacy, trauma-informed teaching) to best equip their current students to respond to the realities of schools today.

Finally, consider hosting a student teacher. Cooperating teachers are integral in the development of preservice teachers' professional growth and development. Sharing your content and pedagogical knowledge while mentoring novice teachers can leave a substantial impact on the future generation of teachers. In addition, hosting student teachers provides opportunities for students to interact with college-aged students who are studying to become PE teachers. For some of your students this might be the first time they realize that physical educators go through formal teacher education preparation in a similar way to other academic disciplines.

Teachers play an important role in how young people identify their interests, skills and passions. It is that commitment and investment in young people that can inspire students to pursue a career in the professional field that best aligns with their interests, skills, passions and aspirations. It is my hope that we continue to inspire the next generations of PE professionals.

Additional information

Notes on contributors

Emily Jones

Emily Jones ([email protected]) is an associate professor in the School of Kinesiology and Recreation at Illinois State University in Normal, IL.