ABSTRACT

The present study, using a sample of Physical Education Teacher Education (PETE) representatives from five Higher Education European institutions (England, Finland, Greece, Ireland, and Portugal) sought to investigate the proposed measures of change required for programme delivery during the academic year of 2020–21. Each team completed a SWOT (strengths, weaknesses, opportunities and threats) examination through inductive cross-analysis, using a deductive structure, following the dimensions of: PETE Programme; PETE Staff; PETE Students. The findings presented at a case level show how each PETE programme is seeking to manage an important tension between the experiential nature of Physical Education (PE) as a subject, in light of the institutional and external constraints towards online and blended approaches. Having identified the thematic variables for PETE at an overall programme, staff and student level, the SWOT analysis heightened PETE pedagogue understanding of the subject beyond ‘physical’ contact spaces, for meaningful third-level teacher education delivery.

摘要

本研究使用来自五个欧洲高等教育机构（英格兰，芬兰，希腊，爱尔兰和葡萄牙）的体育教师教育（PETE）代表的样本，旨在研究本学年课程交付所需的拟议变革措施2020–21年。每个团队通过归纳交叉分析，采用演绎结构，按照以下维度进行归纳交叉分析，从而完成了SWOT（优势，劣势，机会和威胁）检查：PETE员工；PETE学生。在案例级别呈现的调查结果表明，鉴于对在线和混合方法的体制和外部限制，每个PETE计划都在设法解决体育作为主体的体验性质之间的重要张力。