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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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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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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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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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Ja Youn Kwon, Pamela H. Kulinna, Hans van der Mars, Audrey Amrein-Beardsley, and Mirka Koro-Ljungberg

CSPAPs. To do this, Physical Education Teacher Education (PETE) programs will need to prepare future physical education teachers differently. PETE Programs PETE programs play a substantial role in preparing preservice physical education teachers with a strong background in content knowledge, pedagogical

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Brendon P. Hyndman and Stephen Harvey

potential of social media use for PSTs in health and physical education teacher education (HPETE). The potential barriers to integrating Twitter into physical education teacher education have been considered, with suggestions that Twitter use within physical education teacher education should be primarily

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Phillip Ward, Murray F. Mitchell, Hal A. Lawson, and Hans van der Mars

simultaneous renewal, continuous improvement, and the generation of knowledge for policy and practice ( Lawson, 2018 ). In the ensuing analysis, we bring these priorities to bear on enduring, emergent, and future challenges for preservice physical education teacher education (PETE). In this manuscript, we

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Fatih Dervent, Phillip Ward, Erhan Devrilmez, and Emi Tsuda

that is unknown about the use of instructional tasks. In particular, little is known about how teachers acquire SCK either in physical education teacher education (PETE) programs or in the practice of teaching. There is also little known about how teachers incorporate tasks into their teaching and the

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Kellie Baker

experiencing as a teacher educator implementing Models-Based Practice (MBP) in physical education teacher education (PETE). However, rather than being paralyzed by what I perceived as ineffective PETE practice, I used reflections such as this to examine my practice and develop principles of practice for