ABSTRACT
In chapter 6, Brown and Rich draw attention to the relative dearth of research in physical education teacher education which looks specifically at gender issues when compared to that addressing school-based physical education. They focus specifically on ‘gendered student teacher identity’, how this is constituted, and how it impacts on teaching practice. In this chapter I want to draw attention to the ‘gender agendas’ that have informed physical education teacher education (PETE) in Australia and the active role that research and researchers have played in this process. In the second part of the chapter I discuss how these agendas have been taken up and/or been resisted in contexts of initial physical education teacher education (IPETE) and teacher professional development. This chapter enables a comparison with the situation in England and Wales, which as Penney and Evans suggested in chapter 2, points to silences and absences in policy and practice in both contexts.
