With advancement in modern technology, it is now possible for student teaching supervisors to virtually observe lessons remotely through the use of live video remote supervision. This innovation requires less overall funding (i.e., travel costs) and allows for highly qualified university professionals to provide direct feedback to student teachers. A phenomenological case-study approach was used to explore university supervisors’ perceptions and experiences with live remote supervision. Data from post-observation survey logs and a culminating focus group were collected from current physical education teacher education (PETE) program university supervisors (n = 3) from two separate higher education institutions. An interpretive phenomenological analysis (IPA) was conducted to best find meaning in the participants’ personal experiences. Qualitative results showed: (a) the iPad’s field of vision restricted the university supervisor from viewing all student teacher actions, though this was offset by increased ability to hear teacher through the Bluetooth, (b) initial and continual connectivity was problematic at times, (c) university supervisors rated the ability to hear every word the student teacher says to be very helpful (even more so than in live observations), (d) supervisors rated the quality of pre/post conferences and quality of observation to be high, though (e) this format did lose some of the personal touch of on-site visits. The findings suggest that remote supervision may prove to be a practical and cost-efficient way to facilitate supervision of field experiences in physical education and can potentially help shift towards a new paradigm of supervision in teacher education.

The edTPA is a performance-based, subject specific, teacher performance assessment that is now being required for teacher licensure by 16 states, with more states moving towards implementation in the future. As part of the edTPA submission requirements, pre-service teachers must prepare, edit, and upload multiple digital video recordings of their teaching. This study aimed at exploring pre-service physical educator use and perceptions of the technology requirements of the edTPA process, as well as their perceptions of how well their educator preparation program prepared them for the technology requirements. A sample of edTPA completers were surveyed from two different states in the US (Tennessee & Wisconsin) that have fully adopted the assessment as requirement for teacher licensure. Principal investigators (PI's) purposefully solicited physical education teacher education programs (PETE) from within their state to request edTPA completer participation. Participants were asked to complete a survey that consisted of both quantitative and qualitative items about edTPA completer perceptions. A total of 24 participants completed the survey. Overall, survey responses showed that participants felt: (a) their teacher education program did an adequate job educating about selecting and editing video clips for edTPA upload, (b) they found difficulty in preparing consistent video clips that could both see and hear the three focus students, (c ) that the 20 minute video submitted to edTPA was not a good overall representation of their teaching ability, (d) that the recording/editing/uploading of video clips was a time consuming process, and (e) that it is imperative that pre-service teachers are given multiple practice attempts with technology and video prior to the actual edTPA. The findings of this study suggest that though pre-service teachers do not feel the edTPA videos are an accurate representation of their teaching ability, they did feel their PETE programs did a good job preparing them for the video recording process. In addition, most of the participants noted that they struggled to maintain audio and visual quality. The edTPA is widely a new assessment tool for most teacher education programs, with continual growth around the country on a yearly basis. It is essential for the PETE community to continually explore the most effective ways to prepare and educate pre-service teachers about how to navigate the technology requirements (Parkes & Powell, 2015).

Teacher education programs across the country are being asked to systematically and deliberately recruit teacher candidates who are not only highly qualified, but represent diverse backgrounds. Coupled with dwindling enrollments, these programs may want to reevaluate the types of students recruited into a career in physical education. This article uses occupational socialization theory as the framework for discussing how breaking away from traditional recruitment strategies may be necessary to keep physical education teacher education programs thriving. To address this point, current recruitment practices in physical education teacher education are critiqued, and nontraditional strategies for recruiting highly qualified candidates who also represent diverse backgrounds are discussed. It is argued that the future of the physical education discipline rests on the ability to recruit and train students who are focused on lifetime physical activity rather than team sports.

Online coursework has become an essential component to many higher education institutions — but can physical education and adapted physical education pedagogy courses be offered online and still provide an effective kinesthetic and interactive classroom experience? This session will review the current state of online physical education programming in the United States, as well address challenges of implementing online PETE/APE programming. Presenters will demonstrate various technological resources to help online instructors provide a quality online educational experience.

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