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ERIC Number: ED548668
Record Type: Non-Journal
Publication Date: 2012
Pages: 134
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-3461-9
Central District Physical Education Teacher Education Program Coordinators' Perceptions Regarding the NASPE Initial Teacher Standards
Nelson, Tracy
ProQuest LLC, Ed.D. Dissertation, University of South Dakota
To receive National Association for Sport and Physical Education (NASPE)/National Council for the Accreditation of Teacher Education (NCATE) accreditation, Physical Education Teacher Education (PETE) programs must meet the six NASPE standards (NASPE, 2009). The NASPE/NCATE regulations ensure PETE programs provide a curriculum aligned with NASPE. However, discipline-specific literature contains conflicting information on how to best align these standards and the barriers to aligning the NASPE standards (Metzler & Tjeerdsma, 2000a). The purpose of this study was to determine PETE coordinators' perceptions of the importance of the NASPE standards. Second, this study determined how effectively coordinators of PETE perceive their programs are in preparing teacher candidates, based on alignment with the NASPE standards. Third, this study examined the relationships that exist between PETE coordinators' perceptions of the NASPE standards, what they view as important standards, and how effective their programs are in achieving those standards. Fourth, this study determined what PETE coordinators perceive as barriers to preparing candidates based on the NASPE standards. Finally, this study determined if there are differences in program coordinators' perceptions of the value of the standards based on program accreditation status and participant professional membership status. The findings of the study identified that program coordinators perceive each of the NASPE standards as important and that their programs were effective in meeting all six of the NASPE standards. Additionally, this study identified a significant positive relationship between PETE coordinators' perceptions of the NASPE standards viewed as important and how effective their programs are in preparing teacher candidates to achieve the standards. Also, consistent with previous research, this study identified financial resources as the greatest barrier to meeting NASPE standards. Despite the identified barriers in achieving the NASPE standards, more than 65% of those responding maintain PETE programs that have achieved NASPE/NCATE accredited status. This finding supports the importance of the NASPE standards and effectiveness of accredited programs in preparing highly qualified beginning teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A