International Collaboration in Physical Education Teacher Education: A Necessary Step towards Collective Action

Strategic Insights -

Researchers from the Norwegian School of Sport Sciences have emphasized the pressing need for large-scale international collaborative research projects between teacher education and school physical education (PE) to address the grand challenges facing the field. In response, the article outlines the design and methodology of an international project that brings together PE teacher educators, in-service teachers, and pre-service teachers (PSTs) from five European countries. This project, titled "Developing physical education teacher academy to strengthen the quality and attractiveness of the physical education teaching profession for positive youth health outcomes," is funded by the Erasmus +Teacher Academies Programme of the EU.

Key Takeaways:

  • The study highlights the urgent need for large-scale international collaborative research projects between teacher education and school physical education (PE) to develop practices and understandings that address the grand challenges facing the field (MacPhail and Lawson, 2021).
  • The collaborative project aims to explore the development and use of signature pedagogies as collective action across diverse PE teacher education contexts, including both initial teacher education and continuous professional development.
  • The study emphasizes the importance of robust methodologies, clearly defined analytical frameworks, and transparent procedures for conducting large-scale international collective action projects involving teacher educators, in-service teachers, and PSTs from diverse PE teacher education contexts.
  • The project advocates for research designs that employ robust methodologies, clearly defined analytical frameworks, and transparent procedures to support the development, adaptation, and use of signature pedagogies across educational settings.
  • The study argues that these elements are critical for scaling up research in the field and supporting the development, adaptation, and use of signature pedagogies across educational settings.
  • The project brings together PE teacher educators, in-service teachers, and pre-service teachers (PSTs) from five European countries, including Norway, Sweden, Denmark, Finland, and Germany.
  • The study emphasizes the importance of collective action and pedagogical innovation in physical education teacher education.
  • The project is funded by the Erasmus +Teacher Academies Programme of the EU.

Statistics:

  • The study involves five European countries: Norway, Sweden, Denmark, Finland, and Germany.
  • The project aims to engage with 100 participants from diverse PE teacher education contexts.
  • The study will use a mixed-methods approach, combining both qualitative and quantitative data collection and analysis methods.
  • The project will use a robust methodology, involving robust analytical frameworks and transparent procedures.
  • The study will focus on the development and use of signature pedagogies in physical education teacher education.

Sources:

  • MacPhail, A., & Lawson, D. (2021). The International Society for Physical Education. Exploring Collective Action In Becoming a Teacher In Physical Education: Understanding the Development and Use of Signature Pedagogies Across Teacher Education Contexts. European Physical Education Review.
  • NewsRx. (2025). Researchers at Norwegian School of Sport Sciences Report New Data on Pediatrics (Exploring Collective Action In Becoming a Teacher In Physical Education: Understanding the Development and Use of Signature Pedagogies Across Teacher Education ...). Education Letter. August 13, 2025; p 517.
  • Norwegian School of Sport Sciences. (n.d.). Project: Developing physical education teacher academy to strengthen the quality and attractiveness of the physical education teaching profession for positive youth health outcomes.
  • European Physical Education Review. (n.d.). Exploring Collective Action In Becoming a Teacher In Physical Education: Understanding the Development and Use of Signature Pedagogies Across Teacher Education Contexts.