Productive Physical Education Pedagogy Scholars: Why They Do It and How

Abstract

The purpose of this study was to determine why and how a sample of physical education teacher education (PETE) scholars manage to be productive publishers. Authors or coauthors of four or more articles in the Journal of Teaching in Physical Education (JTPE) through the 1980s (N = 24) responded to a mail questionnaire on why they write, why they choose to write for JTPE, what they believe to be true about themselves or their approach to writing, and any situational factors that have led to their publication success. Authors described personal motives such as publishing to meet a curiosity drive, for the enjoyment of the process, to facilitate learning, and to lead toward promotion and raises. Facilitators of the process included having access to colleagues and mentors and having a personal commitment to pursue publication. These findings are discussed with regard to insights available for administrators and novice faculty members.

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