The 2024 Aera SIG 93 Catherine D. Ennis Scholar Lecture
Professional ideology toward a hopeful future in physical education teacher education
Bibliographic Data
| ID | 21783886 |
|---|---|
| Authors | K Andrew R Richards (0000-0003-3045-6001, University of Illinois Urbana-Champaign), Kevin Andrew Richards (University of Illinois Urbana-Champaign, corresponding author) |
| Year | 2026 |
| Pages | 1-15 |
| Publication date | 2026-01-04 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Physical Education and Sport Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 1740-8989 • E-ISSN: 1742-5786 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/17408989.2025.2609204 |
| OpenAlex | W7118182796 |
| Language | EN |
| References cited | 28 |
Background This paper is built upon the remarks I provided as part of the 2024 Catherine D. Ennis Scholar Award Lecture, which is hosted annually by the Research on Learning and Instruction in Physical Education Special Interest Group (SIG 93) of the American Educational Research Association (AERA).Key Concepts The narrative from my speech is an attempt to display vulnerability in considering elements of my own scholarly and personal journeys. I used this as a platform to recommend ways in which we can take better care of physical education in higher education by taking better care of one another. Key concepts in my recommendations include (a) mentoring from a humanist perspective, (b) challenging inequity and dismantling disadvantage, (c) pursuing a wholistic and well-grounded life, and (d) explicating and acknowledging our humanity.I argue that what sets the best mentors apart is that they are humanists and follow the creed that disciplinary stewards puts the advancement of the field ahead of their own personal gain. Those of us who have earned the privileges associated with tenure have a responsibility to use our positionality to identify, question, and remove unnecessary roadblocks and barriers so that our spaces become more equitable and socially just for those in them and seeking to access them. Advice is then provided for early career faculty members, driven from lessons I have learned in my journey, related to the pursuit of a well-balanced and meaningful life. This means investing in ourselves outside of the academy. Finally, I highlight the importance of sharing our humanity and the things that make us flawed humans, particularly with early career scholars who may not understand that even the most accomplished scholars struggle and face adversity in their journeys.Connection Commentary at the end introduces the notion of professional ideology and begins to outline elements that I believe should embody this notion among PETE faculty members. Herein I introduce humanism, care theory, and disciplinary stewardship, which I believe highlight key tones imbedded throughout the commentary.Potential for Impact The potential for impact of this paper is grounded in the call for openness, honesty, and transparency. By showing our vulnerabilities we are invite others to be vulnerable with us. Such helps to normalize many of the experiences, such as imposter syndrome, that are often faced as silent, internal struggles
Ideology · Physical education · Professional development · Student teacher · Teacher education · Athletic Training and Education · Educational Challenges and Innovations · Physical Education and Pedagogy
The imposter phenomenon in high achieving women
The Methodology of Self-Study and Its Theoretical Underpinnings
Our Impoverished View of Educational Research
Time to SHAPE Up
Making a career in Pesp in the corporatized university
Physical education and sport pedagogy’ and the three ‘A’s
Being and becoming an academic in the neoliberal university
Philosophies, Ideologies and the Practice of Physical Education
Exploring social justice pedagogies in health and physical education through Critical Incident Technique methodology
Examining professional ideology through the perspectives of higher education professionals
The Politics of Class, Race, and Gender
Adolescent Girls’ Body-Narratives
| Highly cited | No |
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