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Jeffrey P. Carpenter and Stephen Harvey

incentivize or require use of social media among the educators and preservice teachers (PSTs) with whom they work, particularly given the findings of Kennedy’s ( 2016 ) literature review, which emphasized that “the effects of any PD [professional development] program depends heavily on teachers’ motivation to

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Katie Dray and Kristy Howells

their effects: An explorative study . Teaching and Teacher Education, 22 ( 8 ), 1084 – 1093 . doi:10.1016/j.tate.2006.07.002 10.1016/j.tate.2006.07.002 Gatlin , L. , & Jacob , S. ( 2002 ). Standards-based digital portfolios: A component of authentic assessment for preservice teachers . Action

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Chunxiao Li, Lijuan Wang, Martin E. Block, Raymond K.W. Sum and Yandan Wu

other populations such as preservice teachers in China. Therefore, the purpose of this study is to examine the psychometric properties of the Chinese version of the PESEISD-A. As there are different types of reliability and validity (see Messick, 1995 ), the current research focuses on examining the

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K. Andrew R. Richards and Kim C. Graber

that promotes belonging and provides students with opportunities to express themselves and contributes to the generation of knowledge, PETE programs may be able to lead preservice teachers to question and reformulate their initial subjective theories of physical education. From a socialization

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Amelia Mays Woods and Suzan F. Ayers

United States to ascertain current views and practices. Follow-up interviews were conducted to more fully understand PETE coordinators’ perspectives with regard to recruiting and retaining preservice teachers. In Chapter 2, Ward ( 2019 ) addresses the nuanced and multifaceted nature of the physical

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Paul M. Wright and David Walsh

practices related to promoting and sharing this work in preservice teacher education, in-service professional development, and coach training. As noted at the start of the introduction, this special issue is intended to celebrate Don’s life and his life’s work. While it certainly reflects deep affection and

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Zachary Wahl-Alexander and Matthew D. Curtner-Smith

) also produced some data that indicated that the structures of the instructional models employed by physical education teachers influence the amount, type, and focus of negotiations. Specifically, they found that when preservice teachers employed the traditional multi-activity model negotiations between

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Risto Marttinen, Mara Simon, Sharon Phillips and Ray N. Fredrick III

, emotional, and academic skills to be able to pursue a lifetime of PA. Materials and Methods Procedures During the 2016–2017 school year, four female university preservice teachers implemented the REACH after-school PE and literacy program for fifth and sixth grade girls ( N  = 22 girls) who attended an

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Wesley J. Wilson, Justin A. Haegele, Steven K. Holland and K. Andrew R. Richards

benefits among community youth, who experienced improved cardiorespiratory endurance, sports skills, cooperation, and adult relationships, and preservice teachers, who demonstrated increased content knowledge and cultural competence ( Galvan, Meaney, & Gray, 2018 ; Galvan & Parker, 2011 ). More generally

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Ye Hoon Lee, Hyungil Harry Kwon and K. Andrew R. Richards

satisfaction. In addition to implications for in-service teachers, this study yields recommendations for PE teacher education programs. Beyond the content and pedagogical skills that make up PE teacher education curricula, it is imperative that preservice teachers be prepared for the realities of teaching PE