Locating research on physical education teacher education in the teaching and teacher education from 2001 to 2010

Feng Min Wei, Deng Yau Shy

Research output: Contribution to journalArticle


Teacher education has been considered multidisciplinary since it first became a field of inquiry in the 1990s. However, the relationship between physical education teacher education (PETE) and the larger field of teacher education remains undefined. To determine this relationship, this study aimed to understand the status quo of research on PETE (R-PETE) and its relationship with and trends within the broader knowledge base of teacher education during one decade. A total of 853 studies published in Teaching and Teacher Education from 2001 to 2010 were collected then, applying the method of quantitative content analysis, categorized by publication year, teacher’s stages of life career, research issues, and research methodologies. The results confirmed that R-PETE was considered as having a legitimate but peripheral relationship with the larger teacher education field during the study period. This paper discusses the implications of this relationship found and provides recommendations for future research on PETE.

Original languageEnglish
Pages (from-to)119-1115
Number of pages997
JournalJournal of Research in Education Sciences
Issue number2
Publication statusPublished - 2016 Jun



  • Content analysis
  • Impact factor
  • Physical education pedagogy
  • Research trends
  • Teacher education

ASJC Scopus subject areas

  • Education

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