Academic journal article Research Quarterly for Exercise and Sport

Preparing Culturally Responsive Teachers: Their Job, Our Job ... Whose Job?

Academic journal article Research Quarterly for Exercise and Sport

Preparing Culturally Responsive Teachers: Their Job, Our Job ... Whose Job?

Article excerpt

There is little debate regarding the need for more culturally responsive teachers. Teachers are projected to stay predominantly white, middle class and monoliugual while the student population grows ever more diverse. This study examined how physical education teacher education (PETE) licensure programs nationally prepare preservice teachers to be culturally responsive. An online survey was created and pilot tested by PETE professionals around the country; alterations were made based on suggestions. An opening letter and survey link were emailed by a national database company. 516 emails were opened; 97 surveys were completed (~ 18.8%). The IRB process was followed, with participants completing an online informed consent and ensured institutional anonymity. Data analysis has been conducted descriptively and qualitatively using constant comparison. All participants prepare physical education teachers for licensure. Seventy-four (76%) of the 97 institutions are accredited (NCATE or alternative). For reference, 179 PETE programs are currently accredited through NASPE; no data exist as to the number of programs accredited through NCATE as part of the teacher education "unit." 38% of participating institutions do not require a diversity course. 33% report requiring one diversity" course; 24% require two or more courses. 17.5% of the respondents offer a specific course in-house (beyond adapted physical education) relative to issues of diversity; courses range from Teaching Diverse Populations to History and Philosophy. …

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