The Realistic Dilemma and Optimization Path of Physical Education Teacher Team Building in Colleges and Universities in the Context of the New Era
Year: 2025
Type: article
Abstract: The development of collegiate physical education (PE) faculty systems constitutes a critical pathway for advancing China's strategic goals of building a high-quality education system and a sports powerhouse in the new era. Employing mixed-methods approaches including documentary analysis and logical deduction, this study systematically examines the evolving landscape of PE teacher development. Key findings reveal three transformative opportunities: First,The deepening Healthy China initiative is redefining PE educators' roles as "public health governance specialists"; Second,Digital education transformation necessitates comprehensive innovation in pedagogical competency frameworks;Third,Sports-education integration policies unlock professional potential through competitive sports restructuring. However, persistent challenges include insufficient ethical cultivation, inadequate faculty management mechanisms, suboptimal workforce composition, and underdeveloped professional competencies. To address these multidimensional challenges, the research proposes an integrated reform framework: prioritizing ethics-centered evaluation systems to strengthen professional integrity; optimizing institutional governance mechanisms to enhance administrative efficacy; implementing strategic talent allocation programs to improve workforce structuring; and establishing competency-based development platforms to drive pedagogical innovation. This holistic approach aims to construct a sustainable ecosystem for PE teacher advancement, aligning with national modernization objectives while addressing sector-specific capacity-building imperatives in China's educational transformation.
Source: Frontiers in Sport Research
Author: <p>Yang Yinchun</p>
Institution: Guangxi Normal University
Language: English
Field: Health Professions
Domain: Health Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4412513867