Abstract
[...] In recent decades, there have been many and continuous criticisms about the quality ofprimary physical education. Research studies have continuously raised questions regardingprimary physical education, often critical of the quality of physical education taught by generalist teachers.
Teachers may not always have the preparation necessary to teach PE given thedemands of teaching many other subjects. The most prevalent problem is the limitations of theteacher preparation programs, often the insufficient number of PE-related modules. Important associations (EUPEA, AIESEP, UNESCO) also confirm the need of QPE at the primaryschool level.
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Define a common, reliable profile is challenging. Nevertheless, a profile with core competencyrequirements (core of the curriculum) for the implementation of QPE in primary schools isnecessary and would be helpful to orientate Primary PETE curriculum development in general.To raise the quality of PE and its teaching in primary schools, a two-level descriptor systemof teacher competency requirements (core and extended dimensions) could be considered aninteresting support. Developing a Primary Physical Education Teacher Profile (PPETP) is animportant part of the work of the PRIME-PETE project.Earlier work (intellectual output #1 (IO#1) and intellectual output#2 (IO#2) of the PRIME-PETEproject informed the development of the PPETP.Concerning IO#1, the project partners collected data according to the following criteria:
● Existing profiles for Primary Education teachers teaching PE in Europe.
● Existing concepts, models, and curricula for Primary PETE in Europe.
● Existing links to European frameworks, e.g. the European Qualification Framework (EQF).
IO#1 resulted in (1) a presentation of an overview of primary education PE teacher education inEurope, (2) a review of literature related to Primary PE Teacher Education, and (3) a Delphiconsensus study that investigated aspects of knowledge, skills, and wider competencies forteaching quality PEConcerning IO#2, the project partners carried out a mapping and exchange of the primary PETEcourse modules they are offering in current programs at their Higher Education Institutions(HEIs), focusing on the following aspects:
• Course modules in existing programs for specialist primary education PE teachers.
• Course modules in existing programs for generalist primary education PE teachers(including those with specialism / additional PE modules.For the development of Intellectual output #3 (IO#3), the following steps have been taken:
● Analysis of the outputs of IO#1 and IO#2 documents.
● Derivation of implications and conclusions for the development of PPETP.● Identification of core and extended competency requirements of primary education PEteachers for the implementation of QPE.
The aims of the output IO#3 of the PRIME-PETE project are: 1) to develop the primary PE teacher profile (core and extended competences requirement– for teachers teaching PE. 2) to identify conclusions to inform the development of a theoretical and methodologicalframework for primary Physical Education Teacher Education (IO#4).