Implications for European Physical Education Teacher Education during the COVID-19 pandemic: a cross-institutional SWOT analysis

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 academi...

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Published inEuropean journal of teacher education Vol. 43; no. 4; pp. 503 - 522
Main Authors O'Brien, Wesley, Adamakis, Manolis, O' Brien, Niamh, Onofre, Marcos, Martins, João, Dania, Aspasia, Makopoulou, Kyriaki, Herold, Frank, Ng, Kwok, Costa, João
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 07.08.2020
Taylor & Francis Ltd
Subjects
Barriers
Blended Learning
College Faculty
College Students
COVID-19
Cultural Differences
Distance Education
Foreign Countries
higher education
Institutional Characteristics
Online Courses
online teaching
Pandemics
pedagogy
Physical Education Teachers
School Closing
Student Characteristics
SWOT analysis
Teacher Characteristics
Teacher education
Teacher Education Programs
Teaching Methods
Well Being
Greece
United Kingdom (England)
Portugal
Ireland
Finland
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ISSN0261-9768
1469-5928
DOI10.1080/02619768.2020.1823963

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Summary: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.
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ISSN:0261-9768
1469-5928
DOI:10.1080/02619768.2020.1823963