Suzan F. Ayers Western Michigan University aaa Karen turned to the other soccer parents at halftime and queried, “Did you hear Ms. Thompson is retiring in May? That’s the third PE teacher to leave in three years! They haven’t even replaced Norton or Stevens yet! Summit only has PE twice a week now instead of daily. What next? Once a month?” Jasmine winced. “I know. Crystal is always so restless. She loves phys ed. I can’t imagine her sitting at a desk all day with no physical activity. I bet she drives the teachers crazy!” Alex leaned in, “When I was choosing a major 20 years ago, I considered PE but was warned against it. My advisor cautioned that there were limited positions open for graduates—that candidates were a dime a dozen. What happened to change that?” Similar conversations on the shrinking teacher pool are echoed across the United States and in the academy. Several factors, some interrelated, contribute to the shrinking supply of teachers. Fewer individuals are pursuing teaching as a career; in the United States, for example, teacher education enrollments plunged 35% between 2009 and 2014 (Berry & Shields, 2017). California alone lost 53% of teacher education enrollments (22,000 candidates) between 2008–2009 and 2012–2013 (Sawchuk, 2014). According to Beverly Young of the California Teacher Credentialing Commission, “very severe shortages” of teachers will occur if teacher education enrollment continues to drop as predicted (Freedberg, 2013, p. 1). In direct relation to the decrease in students entering preservice teaching, fewer teacher education programs exist to prepare future teachers (Sawchuk, 2014). Additionally, many of those who enter the teaching profession leave prematurely, with more than 41% of teachers exiting the profession within their first 5 years (Perda, 2013). This trend has gradually increased over the last 25 years, as the retention of first-year teachers continues to decrease (Ingersoll, Merrill, & Stuckey, 2014). Both recruitment and retention of Physical Education Teacher Education (PETE) students are critical to graduating teachers for the work force. Woods, Richards, and Ayers (2016) endorse active recruitment strategies that PETE faculty members, in collaboration with K-12 teachers and community college contacts, can incorporate to improve PETE enrollments. Retaining students who enter teacher education programs is also a means to support the completion of teaching degrees. Higher education leaders recognize the importance of student retention and implement strategies to increase students’ sense of affiliation and belonging within the university environment (Pokorny, Holley, & Kane, 2017). Specific to teacher education students, professional commitment during the preservice phase is essential; this can be promoted by making teacher education students responsible for their own learning and focusing on their teaching abilities and the intrinsic value of a teaching career (Fokkens-Bruinsma & Canrinus, 2015). In line with other content areas, PETE programs have experienced recent enrollment declines. Once-robust programs are experiencing drastically lowered enrollments, contributing to the closure of several prominent PETE programs across the United States (Bulger, Braga, DiGiacinto, & Jones, 2016; Templin, Blankenship, & Richards, 2014). The state of Illinois serves as a reference point, as the number of K-12 physical education teaching licenses conferred in Illinois shrank from 477 in 2011 to 226 in 2016 (Illinois Board of Higher Education, 2018). In Chapter 2, Ward (2019) offers initial data about physical education teacher shortages across the United States to substantiate this conundrum. Decreased enrollments of this nature could contribute to a shortage of qualified teachers that may threaten the physical education profession. Alternatively, some suggest that the lower number of physical educators prepared to teach might be appropriate, given the overproduction of physical educators in the past, and that the market has self-corrected. Clearly, the decline in the number of certified K-12 teachers is a complex issue that warrants examination. In response to lowered enrollments in PETE programs, this monograph presents the results of an initial, exploratory study to better understand perspectives on and practices for recruiting and retaining preservice physical education teachers to degree completion within the U.S. context. This examination was initiated through the development of an online survey administered to PETE program coordinators across the United States to ascertain current views and practices. Follow-up interviews were conducted to more fully understand PETE coordinators’ perspectives with regard to recruiting and retaining preservice teachers. In Chapter 2, Ward (2019) addresses the nuanced and multifaceted nature of the physical education teacher pipeline by offering a perspective for considering the current state of affairs in PETE programs specific to recruitment practices as well as recruitment and retention of new K-12 teachers. Identifying and aligning pressure points with associated institutional and programmatic responses lays the groundwork for this chapter’s consideration of the practical and policy implications currently playing out around the country, and provides the rationale for the study reported in this monograph. Woods is with the University of Illinois, Urbana, IL. Ayers is with Western Michigan University, Kalamazoo, MI. Address author correspondence to Suzan F. Ayers at s.ayers@wmich.edu.

中文翻译：

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第 1 章：PETE 的招聘和保留：现状

Suzan F. Ayers 西密歇根大学 aaa Karen 在半场结束时转向其他足球家长并询问：“你听说 Thompson 女士将于 5 月退休吗？那是三年来第三位离职的体育老师！他们甚至还没有取代诺顿或史蒂文斯！Summit 现在每周只有两次体育课，而不是每天。接下来是什么？每月一次？” 茉莉一愣。“我知道。水晶总是那么焦躁不安。她喜欢物理。我无法想象她整天坐在办公桌前没有任何体力活动。我敢打赌她把老师们逼疯了！” 亚历克斯凑过去说：“20年前我选择专业时，我考虑过PE，但被警告不要这样做。我的顾问告诫说，毕业生的空缺职位有限——候选人数不胜数。发生了什么改变了这一切？” 关于教师队伍萎缩的类似对话在美国各地和学院内都得到了回响。有几个因素相互关联，导致教师供应减少。越来越少的人将教学作为职业；例如，在美国，2009 年至 2014 年间，教师教育入学人数下降了 35%（Berry & Shields，2017 年）。2008 年至 2009 年和 2012 年至 2013 年期间，仅加利福尼亚州就失去了 53% 的教师教育入学人数（22,000 名候选人）（Sawchuk，2014 年）。根据加州教师资格认证委员会的 Beverly Young 的说法，如果师范教育入学率继续按预期下降（Freedberg，2013，第 1 页），将会出现“非常严重的教师短缺”。与进入职前教学的学生减少直接相关，用于培养未来教师的教师教育计划较少（Sawchuk，2014 年）。此外，许多进入教师行业的人过早离开，超过 41% 的教师在最初 5 年内退出了这一行业（Perda，2013 年）。这种趋势在过去 25 年中逐渐增加，因为一年级教师的保留率持续下降（Ingersoll、Merrill 和 Stuckey，2014 年）。体育教师教育 (PETE) 学生的招聘和保留对于劳动力的毕业教师至关重要。Woods、Richards 和 Ayers（2016 年）赞同 PETE 教职员工与 K-12 教师和社区大学联系人合作可以采用的积极招聘策略，以提高 PETE 入学率。留住进入教师教育课程的学生也是支持完成教学学位的一种手段。高等教育领导者认识到留住学生的重要性并实施策略以提高学生在大学环境中的归属感和归属感（Pokorny、Holley 和 Kane，2017 年）。具体到师范生，职前阶段的专业承诺是必不可少的；这可以通过让教师教育学生对自己的学习负责，并关注他们的教学能力和教学生涯的内在价值来促进（Fokkens-Bruinsma & Canrinus，2015）。与其他内容领域一样，PETE 课程最近的招生人数有所下降。曾经强大的项目正在经历入学率急剧下降，为关闭美国几个著名的 PETE 项目做出了贡献（Bulger、Braga、DiGiacinto 和 Jones，2016 年；Templin、Blankenship 和 Richards，2014 年）。伊利诺伊州作为参考点，伊利诺伊州授予的 K-12 体育教学许可证数量从 2011 年的 477 个减少到 2016 年的 226 个（伊利诺伊州高等教育委员会，2018 年）。在第 2 章中，Ward（2019 年）提供了有关美国各地体育教师短缺的初步数据，以证实这一难题。这种性质的入学人数减少可能导致合格教师短缺，从而威胁体育教育行业。或者，一些人认为，考虑到过去体育教师的生产过剩，准备教授的体育教师人数较少可能是合适的，并且市场已经自我修正。显然，经过认证的 K-12 教师人数的下降是一个需要检查的复杂问题。为了应对 PETE 课程入学率下降的问题，本专着介绍了一项初步探索性研究的结果，以更好地了解在美国背景下招聘和留住职前体育教师以完成学位的观点和做法。这项检查是通过开发一项在线调查发起的，该调查对美国各地的 PETE 计划协调员进行管理，以确定当前的观点和做法。进行了后续访谈，以更全面地了解 PETE 协调员在招聘和留住职前教师方面的观点。在第 2 章中，Ward（2019 年）通过提供一个视角来考虑特定于招聘实践以及招聘和留用新 K-12 教师的 PETE 计划的现状，解决了体育教师管道的细微差别和多方面的性质。确定压力点并将其与相关的机构和计划响应相结合，为本章考虑目前在全国范围内发生的实际和政策影响奠定了基础，并为本专着中报告的研究提供了基本原理。伍兹在伊利诺伊大学厄巴纳分校工作。Ayers 在密歇根州卡拉马祖的西密歇根大学工作。通过 s.ayers@wmich.edu 将作者与 Suzan F. Ayers 的通信地址联系起来。