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Chan Woong Park and Matthew D. Curtner-Smith

by Lawson ( 1983a , 1983b ) and are acculturation (i.e., the influence of biography on recruits prior to entering PETE); professional socialization (i.e., the influence of undergraduate PETE on preservice teachers); and organizational socialization (i.e., the influence of the school culture on

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Emi Tsuda, Phillip Ward, Yilin Li, Kelsey Higginson, Kyuil Cho, Yaohui He and Jianzhen Su

Content knowledge is an umbrella term referring to the knowledge, skills, and values that teachers teach and that preservice teachers are expected to learn in a subject area. Ball, Thames, and Phelps ( 2008 ) have drawn distinctions between two types of content knowledge for teaching: Knowledge of

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Jan-Erik Romar and Magnus Ferry

end up teaching PE the way they do. Preservice teachers enroll in TE programs, and during the TE process, they are expected to acquire PE knowledge, develop a professional identity, and start to think and act as teachers teaching PE in a school context ( Pike & Fletcher, 2014 ; Templin & Schempp

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. Folsom-Meek * Terry L. Rizzo * 4 2002 19 2 141 154 10.1123/apaq.19.2.141 Comparison of Practicum Types in Changing Preservice Teachers’ Attitudes and Perceived Competence Samuel R. Hodge * Ronald Davis * Rebecca Woodard * Claudine Sherrill * 4 2002 19 2 155 171 10.1123/apaq.19.2.155 Aquatic

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Raul Reina * Yeshayahu Hutzler * María C. Iniguez-Santiago * Juan A. Moreno-Murcia * 36 1 132 149 10.1123/apaq.2017-0146 apaq.2017-0146 Preservice Teachers’ Mindfulness and Attitudes Toward Students With Autism Spectrum Disorder: The Role of Basic Psychological Needs Satisfaction Chunxiao Li

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-0119 Situated Game Teaching Through Set Plays: A Curricular Model to Teaching Sports in Physical Education Weidong Li * Xiuye Xie * Huanyu Li * 1 10 2018 37 4 352 362 10.1123/jtpe.2018-0001 jtpe.2018-0001 Examining the Reciprocal Nature of Service-Learning for Underserved Students and Preservice Teachers

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Alignment and the Ecology of Physical Education Alisa R. James * Linda L. Griffin * Patt Dodds * 7 2008 27 3 308 326 10.1123/jtpe.27.3.308 Preservice Teachers’ Perceptions about Assessment and Its Implementation Grace Goc Karp * Marianne L. Woods * 7 2008 27 3 327 346 10.1123/jtpe.27

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Matthew D. Curtner-Smith, Gary D. Kinchin, Peter A. Hastie, Jamie J. Brunsdon and Oleg A. Sinelnikov

factors included “reading the book” ( Siedentop, Hastie, & van der Mars, 2011 ) on SE, taking “one class on SE” in which they were “immersed” in the model, Skyping with preservice teachers who were using the model in another country, discussing the structural (i.e., being largely student driven) and

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Sinelnikov * Bomna Ko * Peter Iserbyt * Weidong Li * Matthew Curtner-Smith * 37 2 133 143 10.1123/jtpe.2017-0168 jtpe.2017-0168 Influence of a Training Program on Preservice Teachers’ Ability to Negotiate With Students Zachary Wahl-Alexander * Matthew D. Curtner-Smith * Oleg A. Sinelnikov * 37

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Andrea R. Taliaferro and Sean M. Bulger

attitudinal change in preservice teachers toward working with learners with disabilities including beliefs, perceived competence, attitude, self-efficacy, intentions, and teaching proficiency ( Ammah & Hodge, 2005 ; Block & Rizzo, 1995 ; Downs & Williams, 1994 ; Folsom-Meek et al., 1999 ; Hodge, Davis