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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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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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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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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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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

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Sara L. Nottingham

via webcam and bug-in-ear technology on preservice teacher performance . Teacher Educ Special Educ J Teacher Educ Div Council Exceptional Child . 2012 ; 35 ( 1 ): 77 – 90 . doi:10.1177/0888406411401919 10.1177/0888406411401919 15. Rock M , Gregg M , Thead B , Acker S , Gable R

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Risto Marttinen, Dillon Landi, Dario Novak and Stephen Silverman

. In-service teachers were participants in 561 studies. College and university teachers were participants in 34 studies, preservice teachers (those in professional preparation programs but not in a student teaching placement) in 36 studies, student teachers in 15 studies, and researchers in 11 studies

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Phillip Ward

as a way to define what to teach preservice teachers. Physical education has not as yet embraced these practices. Practices that place our field out of sync with contemporary teacher education. Core practices also create a common language for teacher education that exists across subject matters. Core

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David S. Walsh and Paul M. Wright

model to preservice teachers, although licensure requirements and program accreditation leave little room for deeper explorations. Some are dedicated to contributing to theory and conducting research on the effectiveness of the model. Others are helping to add the missing voices within the TPSR