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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

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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

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Ben D. Kern, Suzan F. Ayers, Chad M. Killian and Amelia Mays Woods

education teacher education (PETE), as legislative acts, external licensure requirements such as edTPA, and accrediting agencies continue to increase and intensify program requirements ( Lewis & Young, 2013 ). These changes increase the demands on preservice teachers and lead some of them to drop out prior