In an effort to examine the worldview orientation, underpinning discourses, curricula, structure, and organization of Canada’s programs, 36 physical education (PE) teacher educators from 20 universities completed an online survey; results enabled a profile of Canada’s PE teacher educators and the PETE programs in which they work.
Essentially, there are two structurally different systems of PETE programs in Canada. In a sequential system, pre-service teachers complete coursework within a PE/kinesiology/sports science program before beginning coursework in an education program (CCUPEKA, 2009b).
Research into Canada’s PETE programs and instructors comes at a time when increased research is also occurring south of the border (see Boyce & Rikard, 2007, 2008, 2010; Housner & Ayers, 2008).
Boyce and Rikard’s (2010) study of 23 doctoral-granting institutions in the USA, investigating the preparation of PE pedagogues, reported 114 teacher educators who work directly in PETE programs: 28 full-time professors, 33 associate professors, 31 assistant professors, and 22 lecturers.