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Zachary Wahl-Alexander and Matthew D. Curtner-Smith

The classroom ecology paradigm ( Doyle, 1979 , 1986 ) has proven to be a useful theoretical lens through which physical education teacher education (PETE) faculty can help preservice teachers (PTs) learn to teach. PETE faculty who have used this lens have either drawn from the limited amount of

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Zachary Wahl-Alexander, Matthew D. Curtner-Smith and Oleg A. Sinelnikov

secure compliance with their managerial and instructional systems ( Tousignant & Siedentop, 1983 ; Wahl-Alexander & Curtner-Smith, 2014 ). In addition, inexperienced inservice teachers and preservice teachers (PTs) often make the mistake of compromising with students when faced with persistent negative

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Tan Leng Goh and Kristin Scrabis-Fletcher

implemented as part of course curriculum with school partnerships in a university PETE program to prepare preservice teachers to be effective PALs ( Ciotto & Fede, 2017 ). Although more universities are increasingly integrating CSPAP training into their PETE curriculum, research on the effectiveness of

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Christine Galvan, Karen Meaney and Virginia Gray

new knowledge to an existing framework of knowledge. Constructivism assists preservice teachers in their ability to select and transform newly acquired information, reflect, construct ideas based on their experiences, and make decisions grounded in cumulative experiences ( Richardson, 2003 ). In the

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Louisa R. Peralta, Claire L. Marvell and Wayne G. Cotton

to provide evidence of their effectiveness and their impact on preservice teachers’ learning. In 2012, the Commonwealth Government’s Productivity Commission highlighted the need for an evidence base to evaluate teacher preparation and track the subsequent performance of graduating preservice teachers

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Craig Parkes and Michael A. Hemphill

Over the last 35 years, occupational socialization research has suggested that preservice teachers (PTs) entering physical education teacher education (PETE) programs typically possess a teaching, moderate coaching, or hardcore coaching orientation ( Curtner-Smith, Hastie, & Kinchin, 2008 ; Lawson

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Kelsey McEntyre, Matthew D. Curtner-Smith and K. Andrew R. Richards

The classroom ecology paradigm ( Doyle, 1977 , 1979 , 2005 ) has provided a theoretical lens that can be used to help both inservice and preservice teachers (PTs) improve their effectiveness. The key objective of the paradigm is to discover how order and cooperation are established between

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Jenn M. Jacobs, K. Andrew R. Richards, Zach Wahl-Alexander and James D. Ressler

Guided by the Society of Health and Physical Educators America ( 2017 ) standards for initial licensure, physical education teacher education (PETE) programs are tasked with preparing preservice teachers (PTs) with the knowledge and skills needed to teach effectively ( Graber, Killian, & Woods

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Jayne M. Jenkins, Alex Garn and Patience Jenkins

The purpose of this study was to identify what and how preservice teachers observe when peer coaching during an early field experience. Twenty-three male and 14 female preservice teachers trained in peer coaching participated in the study. Coaches observed a peer partner teach five 40-min lessons to small groups of elementary or junior high school students in a semester-long second practicum experience. During observation, coaches completed a Peer Coaching Form that included a praise statement and observation notes. A total of 169 Peer Coaching Forms containing 946 statements were collected and analyzed using traditional, naturalistic methods of inductive analysis. Three themes emerged: (a) systematic observation, (b) theory to practice, and (c) students as individuals. Observation changes occurring across the semester suggest peer coaching needs to occur over an extended period of time emphasizing the role of coach as observer for optimal teacher knowledge development.

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Brendon P. Hyndman and Stephen Harvey

via university curricula ( Hyndman, 2017a ; McMahon & Dinan Thompson, 2014 ). In the field of teacher education, many preservice teachers (PSTs) require ways to fill large gaps in their professional development and learning (PDL; Hyndman, 2017b ), since they are in an initial phase in their teaching