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Chan Woong Park and Matthew D. Curtner-Smith

( Curtner-Smith, 2009 ). This research has been extremely useful in terms of providing a basis for both training preservice teachers and developing in-service teachers. Specifically, it has given physical education teacher education (PETE) faculty strong clues as to how to go about deconstructing faulty

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Shannon C. Mulhearn, Pamela Hodges Kulinna and Collin Webster

many schools do not use all five components of the CSPAP model (e.g.,  Hunt & Metzler, 2017 ; Russ et al., 2015 ), and stakeholders (e.g., school professionals, preservice teachers, teacher-education faculty) have reported barriers to implementing new PA opportunities in the CSPAP framework (e

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Thomas J. Templin, Kim C. Graber and K. Andrew R. Richards

profession in the minds of potential and current preservice teachers, as well as their parents and other stakeholders such as in-service teachers, appear to be important in recruitment and retention. The results presented in Chapter 5 ( Ayers & Woods, 2019 ) and Chapter 7 ( Richards & Graber, 2019 ) also

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Yaohui He, Phillip Ward and Xiaozan Wang

U.S. institutions and other programs around the world evaluate their preservice teachers. Method Institutional review board approval was obtained from The Ohio State University and approval to conduct the study from two Chinese Universities where the data were collected. Each participant in the

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Steven K. Holland and Justin A. Haegele

the socialization experiences of this group of teachers. Presently, only one study has examined the socialization experiences of in-service teachers, whereas other studies have focused on the experiences of preservice teachers in undergraduate PE teacher education (PETE) or graduate-level adapted PETE

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Phillip Ward, Emi Tsuda, Fatih Dervent and Erhan Devrilmez

of CCK and SCK ( Ward & Ayvazo, 2016 ). Existing strategies used to assess content knowledge that teachers require to effectively teach students in schools is problematic. Assessing content knowledge in terms of the type of content classes that preservice teachers take has been shown in general

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Yilin Li and Weidong Li

-service teachers, preservice teachers, and others such as camp leaders and faculty members. K–12 student participants were coded as “1,” in-service teachers as “2,” preservice teachers as “3,” and others as “4.” Study context Each article was coded for its study context. If a study was conducted in a physical

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Kate Hovey, Diana Niland and John T. Foley

Ozdilek ( 2014 ) state that “prolonged engagement with mastery practices and collective reflection upon experience may be the key to increase self-efficacy” (p. 1271) among preservice teachers. Henson ( 2002 ) identified mastery experiences as likely the strongest factor in increasing self-efficacy to

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Xiaofen D. Keating, Jingwen Liu, Xiaolu Liu, Jeff Colburn, Jianmin Guan and Ke Zhou

; Goc-Karp, Kim, & Skinner, 1985 ). As suggested by O’Sullivan ( 2003 ), for PE scholars, there is a need “to pay closer attention to what preservice teachers actually know, can do and value about teaching . . . ” (p. 288). To help readers fully understand the current study, it is deemed necessary to

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Robin J. Dunn and Sarah A. Doolittle

were the main source of professional preparation for this alternative, values-based PE model. From these experiences, conference planners and teacher educators sought out workshops that were more extensive for both in-service teachers and preservice teachers, conducted by Don, or by protégés or