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Ben D. Kern, K. Andrew R. Richards, Suzan F. Ayers and Chad M. Killian

Background/Purpose: Physical education teacher education (PETE) programs have experienced enrollment decline, leading some PETE faculty to consider increasing efforts to recruit new students to their programs. This aspect of the current study sought to investigate PETE program coordinators’ perceptions of possible causes for decreased PETE enrollments as well as their role in, and barriers to, recruiting preservice teachers. Methods: Thirty-six PETE program coordinators (12 males and 24 females) participated in in-depth interviews. The data were coded using a standard interpretative approach grounded in inductive analysis and constant comparison. Results: PETE faculty members perceived declining enrollments to be related to negative public perceptions of education, low-quality K-12 physical education, academically unprepared PETE students, and restructuring programs to emphasize other kinesiology areas. Though compelled to recruit, PETE coordinators questioned their responsibility to do so and reported lacking time and training to be effective. Discussion/Conclusions: PETE coordinators favor recruiting strategies that are less time-intensive and match their academic skill set.

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Margarite A. Arrighi and Judith C. Young

The purpose of this investigation was to examine the perceptions of preservice and inservice teachers about successful and effective teaching. Two samples of preservice and inservice teachers responded to open-ended questions concerning their perceptions of teaching effectiveness and their own success. The first sample included 224 beginning physical education majors, student teachers, and inservice physical educators who identified 2,003 effective teaching components which were categorized into 20 different instructional factors by the research team. The second sample included 379 inservice and preservice teachers who were asked about their perceptions of successful teaching. Responses were then categorized by source of success: students, self, others’ reactions, or administrative. Results indicated differences in preservice and inservice teachers’ perceptions, suggesting a pattern of socialization into the teacher role. Teacher perceptions of effective and successful teaching reflected concern for student responses. Effectiveness categories identified included teaching strategy, management and organization, content, and personal characteristics. Perception of successful teaching indicated greater concern for self among preservice than inservice teachers.

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Chad M. Killian and Amelia Mays Woods

added field time for preservice teachers and to promote an active-learning approach. The documented positive impact that flipped instruction can have on course structure, student learning, and student perceptions served as rationale for redesigning the course using a flipped model. Course Description

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Matthew D. Curtner-Smith, Deborah. S. Baxter and Leah K. May

orientations research areas. PETE = physical education teacher education. The most developed area in value orientations research to date has been that concerned with descriptions and comparisons of the value orientations prioritized by various groups of in-service teachers, preservice teachers, doctoral

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Anne M. Merrem and Matthew D. Curtner-Smith

addition, some particularly weak PETE programs merely serve to support and nurture the faulty thinking of coaching-oriented preservice teachers ( Curtner-Smith, 2009 ; Doolittle, Placek, & Dodds, 1993 ; Richards et al., 2014 ). These programs are often staffed by faculty who lack credibility with

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Ja Youn Kwon, Pamela H. Kulinna, Hans van der Mars, Audrey Amrein-Beardsley and Mirka Koro-Ljungberg

of preservice physical education teachers, PETE programs are also well suited to prepare students as PALs in school settings. Richards, Templin, and Gaudreault ( 2013 ) pointed out that PETE programs must do more than just deliver instruction in physical education to optimize preservice teachers

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K. Andrew R. Richards, Colin G. Pennington and Oleg A. Sinelnikov

that focused on the perspectives of high school students who were identified as prospective PE recruits or asked preservice teachers to expound on the acculturation experiences that led them to enroll in PETE. In professional socialization studies, participants were enrolled in PETE programs and/or the

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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