S-STEP in Physical Education Teacher Education

Abstract

In this chapter we review the literature on S-STEP in physical education teacher education (PETE) and its related fields, such as coach education. The review consisted of 43 materials, which were allocated to one of three major themes: becoming a teacher educator, pedagogies of teacher education (such as problematizing PETE practice, pedagogical innovations in PETE), and teachers studying their practices in schools. Despite a relatively slow uptake of S-STEP methodology in physical education teacher education (PETE), there is a growing presence of S-STEP research in the field. The research reviewed showed how PETE researchers have drawn from and built upon insights generated by S-STEP researchers conducting their work in other subject areas, such as science and literacy. Several themes in the PETE literature suggest that this work can contribute to a broader understanding of the complex and problematic nature of teacher education practice and thus help solidify and enrich the base of knowledge about teaching teachers. Although there are several promising avenues pursued by PETE researchers, we identify several areas ripe for investigation in the future.