TY - JOUR
T1 - The PETE Collaborative
T2 - Established in Crisis, Sustained through Community
AU - McMullen, Jaimie
AU - Killian, Chad
AU - Richards, K. Andrew R.
AU - Jones, Emily
AU - Krause, Jennifer
AU - O’Neil, Kason
AU - Marttinen, Risto
N1 - Publisher Copyright:
© 2022 National Association for Kinesiology in Higher Education (NAKHE).
PY - 2022
Y1 - 2022
N2 - In March 2020, the COVID-19 pandemic disrupted life around the world, and the (traditional) educational system came to a screeching halt. Educational systems, including physical education teacher education, moved to remote and online teaching modalities almost overnight. This shift, coupled with the cancellation of academic conferences, resulted in many physical education teacher education faculty members feeling isolated and uncertain in their pedagogical approaches. In April 2020, the PETE Collaborative was formed. Initial meetings centered on faculty-related concerns for how to modify content and provide meaningful opportunities for preservice teachers to engage in field experiences during the pandemic. As the community grew, so did the purpose of the Collaborative, which adapted to meet the needs of the members it was established to connect. Therefore, the purpose of this paper is to tell the story of the PETE Collaborative, describe its theoretical underpinnings and provide some thoughts for the future of the initiative.
AB - In March 2020, the COVID-19 pandemic disrupted life around the world, and the (traditional) educational system came to a screeching halt. Educational systems, including physical education teacher education, moved to remote and online teaching modalities almost overnight. This shift, coupled with the cancellation of academic conferences, resulted in many physical education teacher education faculty members feeling isolated and uncertain in their pedagogical approaches. In April 2020, the PETE Collaborative was formed. Initial meetings centered on faculty-related concerns for how to modify content and provide meaningful opportunities for preservice teachers to engage in field experiences during the pandemic. As the community grew, so did the purpose of the Collaborative, which adapted to meet the needs of the members it was established to connect. Therefore, the purpose of this paper is to tell the story of the PETE Collaborative, describe its theoretical underpinnings and provide some thoughts for the future of the initiative.
KW - PETE
KW - Sense of community
KW - collaboration
KW - community
KW - virtual community
UR - http://www.scopus.com/inward/record.url?scp=85122933531&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85122933531&partnerID=8YFLogxK
U2 - 10.1080/00336297.2021.2012212
DO - 10.1080/00336297.2021.2012212
M3 - Article
AN - SCOPUS:85122933531
SN - 0033-6297
VL - 74
SP - 74
EP - 90
JO - Quest
JF - Quest
IS - 1
ER -