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Kate Hovey, Diana Niland, and John T. Foley

populations, one of the areas that is lacking is the self-efficacy of physical education teacher education (PETE) students to teach outdoor education (OE) skills and concepts. As self-efficacy, and more specifically teacher self-efficacy, is defined as a teacher’s perception of how well they can teach a

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

socialization theory (OST) as a lens through which to understand how one cohort of physical education PTs learned to navigate relationships with teaching peers through facilitating an outdoor education (OE) field experience for elementary school students. Occupational Socialization Theory Occupational

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Gay L. Timken and Jeff McNamee

The purpose of this study was to gauge preservice physical education teachers’ perspectives during one physical activity pedagogy course, teaching outdoor and adventure education. Teacher belief, occupational socialization and experiential learning theories overlaid this work. Over three years 57 students (37 males; 20 females) participated in the course. Each student wrote four reflections during their term of enrollment based on semistructured questions regarding their own participation, thoughts on K-12 students, and teaching and learning in physical education. Reflections were analyzed using constant comparative methods. Three main themes emerged from the data: 1) fear, risk and challenge, (subthemes of skill and motivation; self-awareness); 2) lifetime activity; and 3) teaching physical education (subthemes of K-12 students; curriculum). Implications for physical education teacher education suggest the inclusion of novel physical activities that elicit strong emotional responses due to challenges with perceived and/or actual risk as a viable method for inducing belief change.

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Michelle Dillon, Deborah Tannehill, and Mary O’Sullivan

In addressing the theory-practice divide, this research provides valuable insight into preservice teachers’ (PSTs) learning through an experiential learning (EL) framework during teacher education. Utilizing an interpretivist approach, this study aims at providing insight on how PSTs link the manner in which they learned during teacher education to how they teach during school placement. Evidence suggested participants valued faciliating enjoyable and meaningful learning experiences for their students in the course of learning through an EL approach. Learning through an experiential approach provided the PSTs with confidence in what to teach. However, the PSTs also assumed their own students would have similar responses to the learning experiences they had themselves when completing tasks during teacher education. PSTs were limited in their ability to recognize student learning and in understanding student capacity for progression. Implications of the findings for teacher education are discussed.

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Kent Griffin

how statistics might be applied while learning adventure activities. In addition, Becker, Lauterbach, Spengler, Dettweiler, and Mess ( 2017 ) conducted a systematic review of outdoor education settings and their contributions to students’ learning and social and health outcomes. The researchers

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Nancy I. Williams and Alan L. Smith

programming. They speak to the challenges faced and the potential for cross-disciplinary, outdoor education as an alternative to traditional physical education curricula. These articles illustrate the current breadth and creativity of physical activity and physical education programming in higher education

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Julia Walsh and Fraser Carson

pedagogies and how best to prepare novice teachers for that discipline, for example, Outdoor Education ( Thomas, 2015 ), Science ( Tyler & Hubber, 2010 ), Teaching English to Speakers of Other Languages ( Eaton et al., 2018 ). These common pedagogical practices in novice coach education may yet be specific

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Nathan Hall, Brent Bradford, José da Costa, and Daniel B. Robinson

:// Quibell , T. , Charlton , J. , & Law , J. ( 2017 ). Wilderness Schooling: A controlled trial of the impact of an outdoor education programme on attainment outcomes in primary school pupils . British Educational

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Colin J. Lewis, Simon J. Roberts, Hazel Andrews, and Rebecca Sawiuk

. Qualitative Inquiry, 3, 222 – 236 . doi:10.1177/107780049700300205 10.1177/107780049700300205 Beames , S. , & Pike , E. ( 2008 ). Goffman goes rock climbing: Using creative fiction to explore the presentation of self in outdoor education . Australian Journal of Outdoor Education, 12, 3 – 11

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David Hortigüela-Alcalá, Antonio Calderón, and Gustavo González-Calvo

of agency and voice their opinions related to teaching PE ( Richards et al., 2013 ). In the same vein, Jacobs, Richards, Wahl-Alexander, and Ressler ( 2019 ) highlighted the potential for preservice teachers to develop a sociopolitical awareness and relational skills through an outdoor education