Preparing Successful Advocates through PETE Programs: A Framework for Advocacy in Physical Education

Autor/inn/en	Pennington, Todd; Prusak, Keven; Beddoes, Zack
Titel	Preparing Successful Advocates through PETE Programs: A Framework for Advocacy in Physical Education
Quelle	In: Journal of Physical Education, Recreation & Dance, 94 (2023) 2, S.19-24 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0730-3084
DOI	10.1080/07303084.2022.2146608
Schlagwörter	Advocacy; Physical Education; Physical Education Teachers; Teacher Education Programs; Teacher Effectiveness; Kindergarten; Elementary Secondary Education; School Districts; Guidelines; Decision Making; Intervention; Teacher Role; Educational Policy; Educational Change; Social Responsibility + Suchen Sie Ihr Suchwort? Sozialanwaltschaft; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School district; Schulbezirk; Richtlinien; Decision-making; Entscheidungsfindung; Lehrerrolle; Politics of education; Bildungspolitik; Bildungsreform; Soziale Verantwortung
Abstract	The purpose of this article is to share an advocacy framework that was developed with the hope that it can provide PETE programs, K-12 district coordinators, and other interested physical education professionals an effective way of delivering the concepts and skills related to becoming more effective advocates. The advocacy framework closely resembles a decision-making tree for those who intend to engage in advocacy. The utility and appeal of a decision-making tree is, of course, its inherent logic and organization that helps those faced with the question, "Where do I begin?" followed by a sequence of pre-identified next steps. It further allows for targeted interventions with identifiable purposes and indicators of successful outcomes. This advocacy framework focuses on the teacher who must be able to engage in both social promotion (action intended to garner support at the grassroots level) and policy change (intended to influence policy change up the various levels of decision makers). That said, each of the component parts of the advocacy framework are described in detail in this paper. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01