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Melinda A. Solmon, Kim C. Graber, Amelia Mays Woods, Nancy I. Williams, Thomas J. Templin, Sarah L. Price, and Alison Weimer

, we believed it was important to include Physical Education Teacher Education (PETE) programs in this discussion. Most school physical education teachers graduate from an academic unit that, regardless of the name, has a strong affiliation with the mission of the AKA. Historically, many, if not most

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Sue Sutherland and Maureen Legge

Background:

Physical education has a long association with teaching outdoor and/or adventure education (OAE). As physical education teacher educators, with a special interest in teaching OAE, we wanted to examine perceptions of models based practices in physical education/teacher education.

Purpose:

This manuscript; explores and critiques a range of national and international perspectives on models based practices in OAE; challenges what stands for teaching OAE in PETE; and offers suggestions for future practice and research. Method: Papers were selected through a systematic review methodology.

Data analysis:

Using a process of inductive analysis and constant comparison we identified two main themes: Ways of doing this in PE and Ways of doing this in PETE.

Discussion/Conclusion:

Future recommendations include the pedagogical relevance and importance of understanding the socio-cultural context, the challenge of adventure education being a controlled orchestration and the need to pedagogically change the key of this orchestration, and employing innovative methodological approaches to further explore these issues.

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Sara B. Flory, Craigory V. Nieman, and Rebecca C. Wylie

when cultural backgrounds of students and teachers are vastly different ( Flory & McCaughtry, 2011 ). Researchers have examined how physical education teacher education (PETE) programs address issues of social justice ( Walton-Fisette et al., 2018 ). In the United States, very few PETE programs include

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Murray F. Mitchell, Sue Sutherland, and Jennifer Walton-Fisette

general, and for physical education teacher education (PETE) faculty in particular, and who is responsible for asking, much less answering, these questions with action strategies? For example, how can physical education programs best meet the needs of the students, families, communities, and schools we

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Desmond W. Delk, Michelle Vaughn, and Samuel R. Hodge

Increasingly, scholars are advocating for and exploring social justice phenomena in Physical Education Teacher Education (PETE) programs ( Harrison et al., 2021 ). Most would agree that PETE programs are largely responsible for the professional preparation of the physical education teacher

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K. Andrew R. Richards, Alyssa M. Trad, Christopher J. Kinder, Kim C. Graber, and Amelia Mays Woods

mattering ( Richards et al., 2019 ), that can build resilience to better cope with stress and prevent burnout ( Richards, Levesque-Bristol, Templin, & Graber, 2016 ). Compared with in-service teachers, little is known about the socialization experiences of physical education teacher education (PETE) faculty

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Carlos Capella-Peris, Oscar Chiva-Bartoll, Celina Salvador-Garcia, and María Maravé-Vivas

-study of physical education teacher education practice . Journal of Teaching in Physical Education . Advance online publication. https://doi.org/10.1123/jtpe.2020-0304 10.1123/jtpe.2020-0304 Baum , E.J. ( 2018 ). Learning space design and classroom behavior . International Journal of Learning

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Cory E. Dixon, Peter A. Hastie, and Jared A. Russell

–based services to diverse learners. Scholars have illuminated the necessity of both teacher education programs ( Boutte, 2018 ) and physical education teacher education (PETE) programs ( Burden et al., 2012 ), to integrate culturally relevant pedagogies into their curriculums. Research has shown that utilizing

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Sara B. Flory, Rebecca C. Wylie, and Craigory V. Nieman

( Quarmby & Dagkas, 2013 ), and urban school status. In addition, researchers have examined how physical education teacher education (PETE) programs address issues of social justice; in the United States, especially, very few PETE programs include any elements of teaching social justice within their

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Javier L. Wallace, Langston Clark, and James E. Cooper Jr.

documented several times within physical education teacher education (PETE) and kinesiology scholarship ( Hodge & Wiggins, 2010 ; Smith & Jamieson, 2017 ; Wiggins & Wiggins, 2011 ). However, in this manuscript, we contribute to another tradition of Black scholarship within PETE, one that highlights