Think Tank Sessions: Using Structured Decision Making to Inform PETE Program Revisions

Autor/inn/en	Jones, Emily; Gaudreault, Karen; Henninger, Mary; Williams, Skip
Titel	Think Tank Sessions: Using Structured Decision Making to Inform PETE Program Revisions
Quelle	In: Journal of Physical Education, Recreation & Dance, 90 (2019) 2, S.17-23 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0730-3084
DOI	10.1080/07303084.2018.1546633
Schlagwörter	Decision Making; Physical Education; Physical Education Teachers; Preservice Teachers; Preservice Teacher Education; Teacher Education Programs; Curriculum Development; Educational Quality; Partnerships in Education; College School Cooperation; Elementary Secondary Education; Higher Education; College Faculty; Administrators; Educational Research; Policy Formation; Elementary School Teachers; Secondary School Teachers + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehramtsstudiengang; Lehrerausbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Quality of education; Bildungsqualität; Hochschulpartnerschaft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Bildungsforschung; Pädagogische Forschung; Politische Betätigung; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01