Abstract
Abstract In response to persistent teacher shortages in the United States, exacerbated by specific content areas' scarcity, this article explores the desirability of teachers holding licenses in Developmentally Adaptive Physical Education (DAPE) alongside traditional Physical Education (PE) qualifications. A survey conducted among school administrators in Minnesota and Wisconsin reveals that administrators highly favor PE teachers with DAPE licensure, with 88% of respondents expressing a preference for candidates with this dual qualification. This preference arises from the perceived versatility and enhanced value these educators bring to school districts, addressing multiple challenges such as teacher shortages and meeting diverse student needs. The study underscores the scarcity of qualified PE and DAPE teachers in candidate pools, prompting administrators to rely on out-of-field placements and compromising education quality. To better serve students and address these pressing challenges, school districts are actively seeking teachers with DAPE licensure, making it, in some cases, a district-wide hiring requirement. The research emphasizes the urgent need for teacher preparation programs to prioritize the retention and establishment of DAPE teacher preparation programs to address the growing teacher shortage issue.
Recommended Citation
Martinez, Dillon R.; Baule, Steve; and Martinez, Ray
(2024)
"Desirability of DAPE: K-12 Administrators Ideal PE Teachers Candidates and Their Licensure Areas,"
Essays in Education: Vol. 30:
Iss.
2, Article 6.
Available at:
https://openriver.winona.edu/eie/vol30/iss2/6
Primary Author Bio Sketch
Dillon Martinez is an assistant professor at Winona State University, where he is the director of the DAPE program.
Secondary Author Bio Sketch
Steve Baule is an associate professor of leadership education at Winona State University.
IRB letter from WSU
Included in
Disability and Equity in Education Commons, Health and Physical Education Commons, Higher Education Commons, Higher Education and Teaching Commons, Special Education and Teaching Commons
