Primary PE Teacher Profile
Aim of the intellectual output
The aims of the output IO#3 of the PRIME-PETE project are:
- to develop the primary PE teacher profile (core and extended competences requirement – for teachers teaching PE.)
- to identify conclusions to inform the development of a theoretical and methodological framework for primary Physical Education Teacher Education (IO#4).
Methods
- CALOHEE2 TUNING (Qualifications Reference Framework of General Descriptors in the Subject Area of Teacher Education, 2018 )
- the PRIME-PETE Delphi study.
Results
Results from the PRIME PETE IOs #1 and #2 helped indentify 5 wide dimensions for the primary PE teacher profile:
(1) Knowledge development and management
(2) Teaching, learning and assessment
(3) Learner empowerment, potential, diversity and creativity
(4) Values, social leadership and communication
(5) Development as reflective professionals and life-long learners
Each one of these wide dimensions is better defined by a subset of core (white) and extended (green) knowledge, skills, and competencies elements.
The PRIME-PETE projects is developing Profiles for generalist PE teachers and specialist PE teachers. As the Specialist benefits for more time for the PE education, the profile may be also wider.
Scroll through the different Primary Physical Education Teacher Profile Dimensions:
The development of a Primary Physical Education Teacher Profile (PPETP) to guide development of teacher education programmes constitutes a significant step in promoting teaching of quality PE in primary schools across Europe and beyond.
The dimensions outlined within the profile are designed to provide guidance for both generalists and specialists across dimensions that are identified as ‘core dimensions‘ and further dimensions described as ‘extended dimensions’.
By outlining the key elements in PPETP, the profile aims to serve as a checklist for existing teacher education programs, and a guideline for those still being developed.
This checklist constitutes a way to compare the dimensions of the profile suggested in the project PRIME-PETE and the reality of the partner’s institutions profile
