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Takahiro Sato and Samuel Russell Hodge

The purpose of this study was to describe and explain the teaching experiences of African American physical education teacher candidates in secondary physical education programs at urban schools. The research design was explanatory multiple-case study situated in positioning theory (Harré & van Langenhove, 1999). The participants were seven African American physical education teacher candidates. The data sources were interviews, self-reflective journal logs, and e-portfolios. The data were analyzed using a constant comparative method (Boeije, 2010). The thematic findings were: (a) tacit positioning (unconscious and unintentional), (b) self–other discourse, and (c) reflective positioning. The study’s findings offer additional empirical evidence that physical education teacher education programs must do more to better prepare teacher candidates for working in urban schools with greater cultural competency and higher self-efficacy.

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Phillip Ward, Yaohui He, Xiaozan Wang and Weidong Li

Pedagogical content knowledge (PCK) was first proposed by Shulman ( 1986 , 1987 ) three decades ago. Shulman’s intent was to draw attention to the role of content in understanding teaching and learning. A defining feature of PCK is the transformation of content knowledge into meaningful ways for

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Weidong Li, Xiuye Xie and Huanyu Li

have been developed to teaching sports and games in PE in an authentic setting, including Sport Education ( Siedentop, 1994 ; Siedentop, Hastie, & van der Mars, 2011 ), Tactical Games Model ( Howarth, Fisette, Sweeney, & Griffin, 2010 ), Tactical Approaches to Teaching Games ( Mitchell, Oslin

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Shane Pill and Brendon Hyndman

In the 1982 special edition of the Bulletin of Physical Education titled “Reflecting on the Teaching of Games,” the model of games teaching that had been developing at Loughborough University since the late 1960s was outlined ( Almond, 2015 ). This teaching games for understanding model of games

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Yaohui He, Phillip Ward and Xiaozan Wang

Content knowledge is essential knowledge for teaching. The proof is grounded in a simple maxim that you cannot teach what you do not know. Historically, “knowing” has been taught by developing the playing ability (performance) of the teachers in university courses designed to teach preservice

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Burhan Parsak and Leyla Saraç

teaching environments ( Kaf Hasırcı, 2006 ; Saraç & Muştu, 2013 ). The ways in which PE teachers teach the content to their students is only one of several factors that influence student learning. Although several terms, such as approach , model , strategy , style , method , technique , and tactics

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Jon R. Poole and George Graham

This study was designed to be an initial step toward a better understanding of how graduate teaching assistants teach their courses and the influences that shape their teaching decisions. The purposes included gaining insights into internal models that guided their teaching and describing the influence of an induction program on these internal models. A multi-case-study approach was employed to construct individual portraits. These portraits revealed that internal models were developed primarily from past experience as athletes, students, and teachers. Teaching could best be portrayed as a “pedagogy of contentment.” That is, teaching assistants were generally satisfied with their own teaching and did not perceive a need for additional improvement. Reported satisfaction was based on their belief that they already knew the different strategies, methods, and routines for teaching their particular subject.

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Zachary Wahl-Alexander and Matthew D. Curtner-Smith

& Siedentop, 1999 ; Jones, 1992 ; Silverman, 1991 ). At the center of this paradigm are the desire to determine how order and cooperation are established in classrooms and gymnasia and the notion that teaching consists of a series of tasks. Additionally, the extent to which students complete tasks is

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Jian Wang, Bo Shen, Xiaobin Luo, Qingshan Hu and Alex C. Garn

Motivation has long been considered as a key factor influencing teaching and learning ( Chen & Ennis, 2004 ). According to Pintrich ( 1999 ), motivation is the process in which “goal-directed activity is instigated and sustained” (p. 4). Many education researchers (e.g., Deci & Ryan, 2002 ; Shen

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Julia Walsh and Fraser Carson

with appropriately structured situational learning experiences that are similar across the world. For example, in the education of future lawyers Socratic questioning is a pedagogical approach that teaches students to think like a lawyer, in medicine the bedside teaching in clinical rounds teaches