ABSTRACT
In this chapter, we examine the role of Physical Education Teacher Education (PETE) and professional learning in shaping the policy, practices and possibilities associated with curriculum, pedagogy and assessment in examination and senior secondary physical education. The chapter centres on an interview between the two authors in which we openly discuss our views on the opportunities and constraints impacting our own and others’ work as teacher educators. We draw on the work of Penney (2013b) in suggesting that realising innovative pedagogical possibilities is only likely to result when PETE, curriculum authorities, professional associations and teachers work together to achieve a better outcome for those studying examination and senior secondary physical education.
