ABSTRACT

Background: In Australia, Initial Teacher Education Institutions (ITEIs) provide undergraduate Health and Physical (HPE) programmes that meet a number of regulatory requirements, including those of the Australian Institute for Teaching and School Leadership (AITSL) and the Tertiary Education Quality and Standards Agency (TEQSA). In addition, ITEIs must also ensure programme alignment with state/territory-based jurisdictional requirements. While historically varied philosophies and practices have shaped HPE teacher education nationally, ITEIs are thus operating in an increasingly regulated environment.

Purpose: The purpose of this paper is to report research that has critically examined the structure and content of ITEI undergraduate programmes in Australia that prepare teachers for HPE in secondary schools. Analysis at programme and unit levels was undertaken to explore programme variance, ITEI priorities and consideration of the implications that programme structure and content has for graduate secondary HPE teachers and their employers. The paper seeks to contribute to wider debates about the role of teacher education in shaping HPE curriculum futures and the challenges faced by ITEIs to navigate increasing government regulation.

Methods: An audit and document analysis of 15 Australian ITEIs identified programme structures and specific units of study for the preparation of secondary HPE teachers. These programme structures were compared to those of an ITEI in Western Australia (WA), similarly preparing secondary teachers of HPE, and undertaking internal programme renewal. The WA ITEI’s programme nomenclature and elements therefore provided the reference point for analysis of variation across programmes nationally.

Findings: Findings show that graduate secondary HPE teachers in Australia are variously prepared, with ITEI programme structures ranging in nomenclature, breadth of content, positioning of units and the amount and placement of school-based practicums. ITEIs variously meet state, territory and federal accountability and accreditation requirements in preparing secondary HPE teachers. Programme variations may mean that graduate secondary HPE teachers have differing perspectives on HPE curriculum and pedagogy. Schools employing graduate teachers cannot assume all graduate teachers have a common outlook on or backgrounds in HPE, while meeting the graduate standards.

Conclusions: The significant variation between programme structure and content at the 15 ITEIs preparing teachers for HPE in secondary schools indicates that in a heavily regulated sector, ITEIs in Australia remain critical players in shaping HPE practices across Australian schools. Further research is needed to appropriately ascertain the impact of ITEI programme variation on HPE teachers’ values and professional practice.

摘要

背景：在澳大利亚，初级教师教育机构 (ITEIs) 提供符合多项监管要求的本科健康和体育 (HPE) 计划，包括澳大利亚教学和学校领导力研究所 (AITSL) 以及高等教育质量和标准的要求机构（TEQSA）。此外，ITEI 还必须确保计划与基于州/领地的管辖要求保持一致。虽然历史上不同的理念和实践塑造了全国的 HPE 教师教育，但 ITEI 因此在日益规范的环境中运作。

目的：本文的目的是报告对澳大利亚 ITEI 本科课程的结构和内容进行严格审查的研究，这些课程为中学 HPE 教师做好准备。进行了计划和单元级别的分析，以探索计划差异、ITEI 优先事项以及考虑计划结构和内容对 HPE 中学研究生教师及其雇主的影响。该论文旨在促进更广泛的辩论，即教师教育在塑造 HPE 课程未来中的作用以及 ITEI 在应对日益增加的政府监管方面所面临的挑战。

方法：对 15 个澳大利亚 ITEIs 进行审计和文件分析，确定了为中学 HPE 教师做好准备的课程结构和具体学习单元。这些课程结构与西澳大利亚 (WA) 的 ITEI 的课程结构进行了比较，类似地为 HPE 准备中学教师，并进行内部课程更新。因此，WA ITEI 的项目命名法和要素为分析全国项目之间的差异提供了参考点。

调查结果：调查结果表明，澳大利亚 HPE 中学研究生教师的准备各不相同，ITEI 课程结构包括名称、内容广度、单元定位以及校本实习的数量和位置。在培养中学 HPE 教师方面，ITEIs 以不同方式满足州、领地和联邦的问责制和认证要求。课程差异可能意味着 HPE 中学研究生教师对 HPE 课程和教学法有不同的看法。聘用研究生教师的学校不能假设所有研究生教师在 HPE 方面都有共同的观点或背景，同时满足研究生标准。

结论：在为中学 HPE 教师做准备的 15 个 ITEIs 的计划结构和内容之间存在显着差异，这表明在监管严格的部门中，澳大利亚的 ITEIs 仍然是塑造澳大利亚学校 HPE 实践的关键参与者。需要进一步研究以适当确定 ITEI 计划变化对 HPE 教师价值观和专业实践的影响。