Practice-Based Teacher Education in Physical Education

in Journal of Teaching in Physical Education

Click name to view affiliation

Phillip WardThe Ohio State University, Columbus, OH, USA

Search for other papers by Phillip Ward in
Current site
Google Scholar
PubMedClose
*
,
Fatih DerventMarmara University, Istanbul, Turkey

Search for other papers by Fatih Dervent in
Current site
Google Scholar
PubMedClose
,
Erhan DevrilmezKaramanoğlu Mehmetbey University, Karaman, Turkey

Search for other papers by Erhan Devrilmez in
Current site
Google Scholar
PubMedClose
,
Peter IserbytKU Leuven, Leuven, Belgium

Search for other papers by Peter Iserbyt in
Current site
Google Scholar
PubMedClose
,
Insook KimKent State University, Kent, OH, USA

Search for other papers by Insook Kim in
Current site
Google Scholar
PubMedClose
,
Bomna KoEast Carolina University, Greenville, NC, USA

Search for other papers by Bomna Ko in
Current site
Google Scholar
PubMedClose
,
José A. SantiagoSam Houston State University, Huntsville, TX, USA

Search for other papers by José A. Santiago in
Current site
Google Scholar
PubMedClose
,
Emi TsudaWest Virginia University, Morgantown, WV, USA

Search for other papers by Emi Tsuda in
Current site
Google Scholar
PubMedClose
, and
Xiuye XieMissouri State University, Springfield, MO, USA

Search for other papers by Xiuye Xie in
Current site
Google Scholar
PubMedClose
DOI:
https://doi.org/10.1123/jtpe.2022-0047
Keywords:
preservice education; core practices; teacher education pedagogies; instructional practices; social injustice
First Published Online:
13 Aug 2022
In Print:
Ahead of Print
Page Range:
1–10
Restricted access

Background: Teacher education is a complex endeavor designed to prepare preservice teachers for the task of teaching physical education to students in K–12 schools. Yet, there is widespread criticism of teacher education outcomes within the United States and around the world. Consequently, teacher educators have been increasingly called upon to use evidence-based approaches in teacher education. Purpose: In this article, we discuss a teacher education reform called practice-based teacher education from macro and micro perspectives. Discussion: Practice-based teacher education emphasizes a curriculum that is focused on relevance defined in terms of what a teacher needs to know and do to be able to teach physical education. Evidence for curricular changes to physical education teacher education and to the content and pedagogies of methods and content classes are presented. We conclude with a discussion of how practice-based teacher education can address social injustice.

  • Collapse
  • Expand

Journal of Teaching in Physical Education

Cover Journal of Teaching in Physical Education

  • Armour, K.M. (2014). Pedagogical cases in physical education and youth sport. Routledge.

  • Armour, K.M. (2017). Pedagogical cases: A new translational mechanism to bridge theory/research practice gaps in youth physical activity education (PAE). Kinesiology Review, 6(1), 42–50. https://doi.org/10.1123/kr.2016-0037

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Ayvazo, S., Ward, P., & Stuhr, P. (2010). Teaching and assessing content knowledge in preservice physical education. Journal of Physical Education Recreation and Dance, 81(4), 40–44. https://doi.org/10.1080/07303084.2010.10598463

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Ball, D. (2020). Get up stand up: Fighting systemic injustice through teaching. Long Island association for supervision and curriculum development. https://static1.squarespace.com/static/577fc4e2440243084a67dc49/t/5fb813ed8cce3b0c936c33e1/1605899262595/111920_LIASCD.pdf

    • Search Google Scholar
    • Export Citation

  • Ball, D., & Forzani, F.M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497–511. https://doi.org/10.1177/0022487109348479

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Ball, D.L., Thames, M.H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Brown, S., & McIntyre, D. (1993). Making sense of teaching. Open University Press.

  • Castelli, D., & Williams, L. (2007). Health-related fitness and physical education teachers’ content knowledge. Journal of Teaching in Physical Education, 26(1), 3–19. https://doi.org/10.1123/jtpe.26.1.3

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Corbin, C., Castelli, D., Sibley, B., & Masurier, G. (2022). Fitness for life. Human Kinetics.

  • Corbin, C., Kulinna, P.H., & Yu, H. (2020). Conceptual physical education: A secondary innovation. Quest, 72(1), 33–56. https://doi.org/10.1080/00336297.2019.1602780

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Dervent, F., Ward, P., Devrilmez, E., & Tsuda, E. (2018). Transfer of content development across practica in physical education teacher education. Journal of Teaching in Physical Education, 37(4), 330–339. https://doi.org/10.1123/jtpe.2017-0150

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice. European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Darling-Hammond, L. (2021). Defining teaching quality around the world. European Journal of Teacher Education, 44(3), 295–308. https://doi.org/10.1080/02619768.2021.1919080

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Dillon, M.J., Tannehill, D., & O’Sullivan, M. (2017). “I know when I did it, I got frustrated”: The influence of “living” a curriculum for preservice teachers. Journal of Teaching in Physical Education, 36(4), 445–454. https://doi.org/10.1123/jtpe.2016-0157

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Ericsson, K.A. (2006). The influence of experience and deliberate practice on the development of superior expert performance. In K.A. Ericsson, N. Charness, P.J. Feltovich, & R.R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 683–703). Cambridge University Press.

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Flores, M.A. (2016). Teacher education curriculum. In J. Loughran& M.L. Hamilton (Eds.), International handbook of teacher education (pp. 187–230). Springer Press.

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Flory, S.B. (2016). Professional socialization experiences of early career urban physical educators. European Physical Education Review, 22(4), 430–449. https://doi.org/10.1177/1356336X15616074

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Flory, S.B., Tischler, A., & Sanders, S. (Eds.). (2014). Sociocultural issues in physical education: Case studies for teachers. Rowman & Littlefield Publishers, Inc.

    • Search Google Scholar
    • Export Citation

  • Forzani, F. (2014). Understanding “core practices” and “practice-based” teacher education: Learning from the past. Journal of Teacher Education, 65(4), 357–368. https://doi.org/10.1177/0022487114533800

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Goodlad, J.I. (1990). Teachers for our nation’s schools. Jossey-Bass.

  • Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, reimagining teacher education. Teachers and Teaching, 15(2), 273–289. https://doi.org/10.1080/13540600902875340

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Gusthart, J. (1985). Variations in direct, indirect and noncontributing behavior. Journal of Teaching in Physical Education, 4(2), 111–122. https://doi.org/10.1123/jtpe.4.2.111

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Gusthart, J., & Rink, J.E. (1983). Teaching behavior through various levels of field experiences. Journal of Teaching in Physical Education, 3(1), 32–46. https://doi.org/10.1123/jtpe.3.1.32

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Hammerness, K.M., Darling-Hammond, L., Bransford, J., Berliner, D., Cochran-Smith, M., McDonald, M., & Ziechner, K. (2005). How teachers learn and develop. In L. Darling-Hammond& J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358–389). Jossey-Bass.

    • Search Google Scholar
    • Export Citation

  • Hastie, P. (2022). A primer on content knowledge in physical education research. Journal of Teaching in Physical Education, 41(1), 165–170. https://doi.org/10.1123/jtpe.2020-0221

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Hill, J., Philpot, R., Walton-Fisette, J.L., Sutherland, S., Flemons, M., Ovens, A., Phillips, S., & Flory, S. (2018). Conceptualising social justice and sociocultural issues within physical education teacher education: International perspectives. Physical Education and Sport Pedagogy, 23(5), 469–483. https://doi.org/10.1080/17408989.2018.1470613

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Hodge, S., Murata, N., Block, M., & Lieberman, L. (2019). Case studies in adapted physical education empowering critical thinking. Routledge.

  • Iserbyt, P., Coolkens, R., Loockx, J., Vanluyten, K., Martens, J., & Ward, P. (2020). Task adaptations as a function of content knowledge: A functional analysis. Research Quarterly for Exercise and Sport, 91(4), 539–550. https://doi.org/10.1080/02701367.2019.1687809

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Janssen, F., Westbroek, H.B., & Doyle, W. (2014). The practical turn in teacher education. Designing a preparation sequence for core practice frames. Journal of Teacher Education, 65(3), 195–206. https://doi.org/10.1177/0022487113518584

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Jordan, W., Kuriloff, P., Sutherland, D., Ponnock, A., & Hoffman, B. (2018). Preparing teachers for urban schools: The role of pre-service experiences and school context in classroom practice. https://williampennfoundation.org/sites/default/files/reports/Preparing%20Teachers%20for%20Urban%20Schools_Summary%20Report.pdf

    • Search Google Scholar
    • Export Citation

  • Kim, I., Lee, Y.S., Ward, P., & Li, W. (2015). A critical examination of content knowledge courses in physical education teacher education programs. Journal of Teaching in Physical Education, 34(1), 59–75. https://doi.org/10.1123/jtpe.2013-0166

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Kim, I., Ward, P., Sinelnikov, O., Ko, B., Iserbyt, P., Li, W., & Curtner-Smith, M. (2018). The influence of content knowledge on pedagogical content knowledge: An evidence-based practice for physical education. Journal of Teaching in Physical Education, 37(2), 133–143. https://doi.org/10.1123/jtpe.2017-0168

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Korthagen, F.A.J. (2010). How teacher education can make a difference. Journal of Education for Teaching, 36(4), 407–23. https://doi.org/10.1080/02607476.2010.513854

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Kumashiro, K., Pinar, W.F., & Ladson-Billings, G. (2009). Against common sense. Routledge.

  • Lampert, M. (2010). Learning teaching in, from, and for practice: What do we mean? Journal of Teacher Education, 61(1–2), 21–34. https://doi.org/10.1177/0022487109347321

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Launder, A., & Piltz, W. (2013). Play practice (2nd ed.). Human Kinetics.

  • McDonald, M., Kazemi, E., & Kavanagh, S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64, 378–386.

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Miller, M.G., & Housner, L. (1999). A survey of health-related physical fitness knowledge among preservice and inservice physical educators. Physical Educator, 55(4), 176–186.

    • Search Google Scholar
    • Export Citation

  • Mitchell, M.F., Sutherland, S., & Walton-Fisette, J. (2021). Chapter 5: Physical education teacher education faculty: A focus on social justice. Journal of Teaching in Physical Education, 40(3), 382–391. https://doi.org/10.1123/jtpe.2020-0243

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Muller, D., & Case N. (2010). Challenging traditional premedical requirements as predictors of success in medical school: The Mount Sinai school of medicine humanities and medicine program. Academic Medicine, 85(8), 1378–1383. https://doi.org/10.1097/ACM.0b013e3181dbf22a

    • Crossref
    • Search Google Scholar
    • Export Citation

  • O’Leary, N., Wattison, N., Edwards, T., & Bryan K. (2015). Closing the theory–practice gap: Physical education students’ use of jigsaw learning in a secondary school. European Physical Education Review, 21(2), 176–194. https://doi.org/10.1177/1356336X14555300

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Patton, K., & Parker, M. (2015). “I learned more at lunchtime”: Guideposts for reimagining professional development. Journal of Physical Education, Recreation, and Dance, 86(1), 23–29. https://doi.org/10.1080/07303084.2014.978421

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Reynolds, R., & Brown, J. (2010). Social justice and school linkages in teacher education programmes. European Journal of Teacher Education, 33(4), 405–419. https://doi.org/10.1080/02619768.2010.529124

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Roslow Research Group. (2009). Physical education trends in our nation’s schools: A survey of practicing K-12 physical education teachers. https://www.shapeamerica.org//publications/resources/teachingtools/qualitype/upload/PE-Trends-Report.pdf

    • Search Google Scholar
    • Export Citation

  • Santiago, J.A., & Morrow, J.R. (2021). A study of preservice physical education teachers’ content knowledge of health-related fitness. Journal of Teaching in Physical Education, 40(1), 118–125. https://doi.org/10.1123/jtpe.2019-0138

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Schön, D.A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

  • SHAPE America. (2017). National standards for initial physical education teacher education. http://www.shapeamerica.org/accreditation/upload/2017- SHAPE-America Initial-PETE-Standards.pdf

    • Search Google Scholar
    • Export Citation

  • Siedentop, D. (2002). Content knowledge for physical education. Journal of Teaching in Physical Education, 21(4), 368–377. https://doi.org/10.1123/jtpe.21.4.368

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Siedentop, D., Doutis, P., Tsangaridou, N., Ward, P., & Rauschenbach, J. (1994). Don’t sweat gym: An analysis of curriculum and instruction. Journal of Teaching in Physical Education, 13(4), 375–394. https://doi.org/10.1123/jtpe.13.4.375

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Siedentop, D., Hastie, P., & van der Mars, H. (2020). Complete guide to sport education. Human Kinetics.

  • Standal, Ø.F., Moen, K.M., & Moe, V.F. (2014). Theory and practice in the context of practicum: The perspectives of Norwegian physical education student teachers. European Physical Education Review, 20(2), 165–178. https://doi.org/10.1177/1356336X13508687

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Stroot, S. (2017). Case studies in physical education: Real world preparation for teaching. Routledge.

  • Tinning, R. (1984). The student teaching experience: All that glitters is not gold. Australian Journal of Teaching Practice, 4(2), 53–62.

    • Search Google Scholar
    • Export Citation

  • Tsuda, E., Ward, P., Li, Y., & Higginson, K. (2019). Content knowledge acquisition in physical education: Evidence from knowing and performing by majors and nonmajors. Journal of Teaching in Physical Education, 38(3), 221–232. https://doi.org/10.1123/jtpe.2018-0037

    • Search Google Scholar
    • Export Citation

  • Vickers, J.N. (1987). The role of subject matter in the preparation of teachers in physical education. Quest, 39(2), 179–184. https://doi.org/10.1080/00336297.1987.10483870

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Von Esch, K., & Kavanagh, S.S. (2018). Preparing mainstream classroom teachers of English language learner (EL) students: Grounding practice-based designs for teacher learning in theories of expertise development. Journal of Teacher Education, 69(3), 239–251.

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Walton-Fisette, J.L., & Sutherland, S. (2018). Moving forward with social justice education in physical education teacher education. Physical Education and Sport Pedagogy, 23(5), 461–468. https://doi.org/10.1080/17408989.2018.1476476

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Ward, P. (2009). Content matters: Knowledge that alters teaching. In L. Housner, M. Metzler, P. Schempp, & T. Templin (Eds.), Historic traditions and future directions of research on teaching and teacher education in physical education (pp. 345–356). Fitness Information Technology.

    • Search Google Scholar
    • Export Citation

  • Ward, P. (2021). Core practices for teaching physical education: Recommendations for teacher education. Journal of Teaching in Physical Education, 40(1), 98–108. https://doi.org/10.1123/jtpe.2019-0114

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Ward, P., Ayvazo, S., Dervent, F., Iserbyt, P., & Kim, I. (2020). Instructional progression and the role of working models in physical education. Quest, 72(4), 410–429. https://doi.org/10.1080/00336297.2020.1766521

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Ward, P., & Cho, K. (2020). Five trends in physical education teacher education. Journal of Physical Education, Recreation & Dance, 91(6), 16–20. https://doi.org/10.1080/07303084.2020.1768182

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Ward, P., Kim, I., Ko, B., & Li, W. (2015). Effects of improving teachers’ content knowledge on teaching and student learning in physical education. Research Quarterly for Exercise and Sport, 86(2), 130–139. https://doi.org/10.1080/02701367.2014.987908

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Ward, P., Li, W., Kim, I, & Lee Y.S. (2012). Content knowledge courses in physical education programs in South Korea and Ohio. International Journal of Human Movement Science, 6(1), 107–120.

    • Search Google Scholar
    • Export Citation

  • Ward, P., Mitchell, M., Lawson, H., & van der Mars, H. (2021). Chapter 4: Physical education teacher education initial certification: Meeting the challenges. Journal of Teaching in Physical Education, 40(3), 372–381. https://doi.org/10.1123/jtpe.2020-0242

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Ward, P., Tsuda, E., Dervent, F., & Devrilmez, E. (2018). Differences in the content knowledge of those taught to teach and those taught to play. Journal of Teaching in Physical Education, 37(1), 59–68. https://doi.org/10.1123/jtpe.2016-0196

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Xie, X., Ward, P., Atkinson, O., Cho, K., Kim, M., Li, Y., & Oh, D. (2021). Preservice physical education teacher’s development of adaptive competence. Journal of Teaching in Physical Education, 40(4), 538–546. https://doi.org/10.1123/jtpe.2019-0198

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Zeichner, K. (1982). Why bother with teacher induction? In G. Hall (Ed.), Beginning teacher induction: Five dilemmas. University of Texas Research & Development Center for Teacher Education.

    • Search Google Scholar
    • Export Citation

  • Zeichner, K. (2012). The turn once again toward practice-based teacher education. Journal of Teacher Education, 63(5), 376–382. https://doi.org/10.1177/0022487112445789

    • Crossref
    • Search Google Scholar
    • Export Citation
All Time Past Year Past 30 Days
Abstract Views 911 911 85
Full Text Views 28 28 0
PDF Downloads 40 40 0