ABSTRACT
Part V comprises two chapters – ‘Conceptualising teaching as learning: the challenge for teacher education’ and ‘What is the future for physical education in the twenty-first century?’ Each in their different way challenges you to reflect seriously on the state of the profession and the future development of the subject area. Chapter 13 argues for the need for teachers to be learners to keep abreast of the rapidly changing world in which we work and Chapter 14 warns the profession that without a serious re-evaluation of our practices our longterm future is far from assured. Chapter 13, ‘Conceptualising teaching as learning: the challenge for teacher education’ opens by posing a question: what would be the outcome if teachers were conceptualised not as teachers, but rather as learners? This chapter presents an argument for conceptualising physical education teachers as learners. The arguments are organised around five interlinked assumptions the authors have made about teaching, learning, and teaching as learning: teaching is a profession; teacher education is a career-long process; teachers have a right (and a responsibility) to engage in effective forms of career-long professional development; mentoring is a core professional development activity for all members of the teaching profession; professional development activities for teachers should be based on consistent theories of learning. In relation to each of these assumptions, the chapter presents a rationale underpinning their validity, illustrating the ways in which, taken together, they make a strong case for conceptualising teachers first and foremost as learners rather than as teachers. You are asked to debate this conceptualisation of teaching as learning and to consider the implications for your professional development. Chapter 14, ‘What is the future for physical education in the twentyfirst century?’ is a most challenging and somewhat disturbing piece of writing that aims to set out, in very clear terms, the uncertain future for physical education in schools. Of all the chapters this asks most of you, as readers. You are strongly advised to relook at your aims and practices, to stand back from your day-to-day involvement in physical education and re-evaluate realistically how
far you are making an impact on long-term attitudes to involvement in physical activity in respect of the public at large. It is proposed that the profession is trapped in the present and to some extent in the past, has made very little change in its practices, and questions if our work is fit for the twenty-first century. It is argued that in order to secure a middle to longer-term future for some form of physical education in schools, a radical reform is needed. A models-based approach to physical education is proposed that is learner-centred, inclusive and motivating. You are urged to take the points raised very seriously and face up to the difficult decisions you may have to make. This may well involve risking hard-won recognition of, and achievements in, physical education and a commitment to effecting radical reform. The chapter warns that it is a real possibility that resistance to change will lead to the demise of the subject in the longer term.
