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

The past decade has seen an increasing focus on teacher education and policy problems in Australia and internationally ( Mayer, Cotton, & Simpson, 2017 ). The current policy context calls for graduates from initial teacher education programs to be classroom ready and for teacher education programs

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Rod Philpot

In the 1990s, New Zealand and Australia rolled out new school physical education curriculums (Ministry of Education, 1999, 2007; Queensland School Curriculum Council, 1999) signaling a significant change in the purpose of physical education in both countries. These uniquely Antipodean1 curriculum documents were underpinned by a socially critical perspective and physical education teacher education (PETE) programs in both countries needed to adapt to prepare teachers who are capable of engaging PE from a socially critical perspective. One way they attempted to do this was to adopt what has variously been labeled critical pedagogy. Critical pedagogies as a label is something of ‘big tent’ (Lather, 1998) and this paper reports on the published attempts to operationalize critical pedagogy and its reported success or otherwise in preparing teachers for the expectations of the socially critical oriented HPE curriculum in both Australian and New Zealand.

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Jan-Erik Romar and Magnus Ferry

, provision of initial teacher education (TE) and professional development opportunities, financial and human resources, and class sizes ( Carse, Jess, & Keay, 2018 ; Fletcher, Mandigo, & Kosnik, 2013 ). For the most part, many primary classroom teachers have limited content knowledge in PE, lack appropriate

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Kim C. Graber, K. Andrew R. Richards, Chad M. Killian and Amelia Mays Woods

an apprenticeship of observation ( Lortie, 1975 ) that encompasses the formative years of education ( Curtner-Smith, 2017 ). Those who decide to become physical educators enroll in initial teacher education where they learn to teach and begin to understand what it means to be a PETE faculty member by

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Jenna R. Starck, K. Andrew R. Richards, Michael A. Lawson and Oleg A. Sinelnikov

’ learning to teach on school-based initial teacher education courses in England . European Physical Education Review, 22, 167 – 184 . doi: 10.1177/1356336X15596984 Curtner-Smith , M.D. ( 2009 ). Breaking the cycle of non-teaching physical education teachers: Lessons to be learned from the

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

-based initial teacher education courses in England . European Physical Education Review, 22 ( 2 ), 167 – 184 . doi:10.1177/1356336X15596984 10.1177/1356336X15596984 Chen , A. , & Ennis , C.D. ( 1996 ). Teaching value laden curricula in physical education . Journal of Teaching in Physical Education

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

, 73 – 92 . doi:10.1080/00336297.2014.984731 10.1080/00336297.2014.984731 * Capel , S. ( 2016 ). Value orientations of student physical education teachers learning to teach on school-based initial teacher education courses in England . European Physical Education Review, 22 , 167 – 184 . doi:10

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K. Andrew R. Richards, Karen Lux Gaudreault, Kelly L. Simonton and Angela Simonton

in initial teacher education . Bristol, UK : Higher Education Academy . Casey , A. , & Fletcher , T. ( 2012 ). Trading places: From physical education teachers to teacher educators . Journal of Teaching in Physical Education, 31 , 362 – 380 . doi:10.1123/jtpe.31.4.362 10.1123/jtpe.31

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K. Andrew R. Richards, Kim C. Graber and Amelia Mays Woods

and Ennis ( 2005 ) took the position that “the ability to enact an ethic of care in teaching should be an expectation of effective teachers” (p. 392). They also lament, however, that caring for students is seldom taught through initial teacher education and professional development programs, which

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Robin J. Dunn and Sarah A. Doolittle

their institutions or to interested teachers and coaches or as school-based or organizational coach training workshops beginning in the 1980s and 1990s. Doolittle ( 2011 ) identified a variety of program-based approaches to teaching TPSR in undergraduate and graduate PETE programs. Initial teacher