Implications for European Physical Education Teacher Education during the COVID-19 pandemic: a cross-institutional SWOT analysis

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dc.contributor.authorO'Brien, Wesley
dc.contributor.authorAdamakis, Manolis
dc.contributor.authorO'Brien, Niamh
dc.contributor.authorOnofre, Marcos
dc.contributor.authorMartins, João
dc.contributor.authorDania, Aspasia
dc.contributor.authorMakopoulou, Kyriaki
dc.contributor.authorHerold, Frank
dc.contributor.authorNg, Kwok
dc.contributor.authorCosta, João
dc.date.accessioned2021-08-23T15:10:04Z
dc.date.available2021-08-23T15:10:04Z
dc.date.issued2020-09-18
dc.date.updated2021-02-01T15:50:26Z
dc.description.abstractThe present study, using a sample of Physical Education Teacher Education (PETE) representatives from five Higher Education European institutions (England, Finland, Greece, Ireland, and Portugal) sought to investigate the proposed measures of change required for programme delivery during the academic year of 2020–21. Each team completed a SWOT (strengths, weaknesses, opportunities and threats) examination through inductive cross-analysis, using a deductive structure, following the dimensions of: PETE Programme; PETE Staff; PETE Students. The findings presented at a case level show how each PETE programme is seeking to manage an important tension between the experiential nature of Physical Education (PE) as a subject, in light of the institutional and external constraints towards online and blended approaches. Having identified the thematic variables for PETE at an overall programme, staff and student level, the SWOT analysis heightened PETE pedagogue understanding of the subject beyond ‘physical’ contact spaces, for meaningful third-level teacher education delivery.en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationO’Brien, W., Adamakis, M., O’ Brien, N., Onofre, M., Martins, J., Dania, A., Makopoulou, K., Herold, F., Ng, K. and Costa, J. (2020) 'Implications for European Physical Education Teacher Education during the COVID-19 pandemic: a cross-institutional SWOT analysis', European Journal of Teacher Education, 43(4), pp. 503-522. doi: 10.1080/02619768.2020.1823963en
dc.identifier.doi10.1080/02619768.2020.1823963en
dc.identifier.endpage522en
dc.identifier.issn0261-9768
dc.identifier.issued4en
dc.identifier.journaltitleEuropean Journal of Teacher Educationen
dc.identifier.startpage503en
dc.identifier.urihttps://hdl.handle.net/10468/11774
dc.identifier.volume43en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urihttps://www.tandfonline.com/doi/full/10.1080/02619768.2020.1823963
dc.rights© 2020 Association for Teacher Education in Europe. This is an Accepted Manuscript of an article published by Taylor & Francis in the European Journal of Teacher Education on 18 Sept 2020 available online: http://www.tandfonline.com/10.1080/02619768.2020.1823963en
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/en
dc.subjectBlended learningen
dc.subjectHigher educationen
dc.subjectOnline teachingen
dc.subjectPedagogyen
dc.subjectSWOT analysisen
dc.titleImplications for European Physical Education Teacher Education during the COVID-19 pandemic: a cross-institutional SWOT analysisen
dc.typeArticle (peer-reviewed)en
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