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Physical Education Teacher Education in Kinesiology: Past, Present, and Future

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

Urbana-Champaign (UIUC), the state’s flagship university, with a land-grant heritage as its foundation, is charged with educating and serving the people of the state. Included in this charge is preparing teachers, and specifically physical educators, to help educate the citizens within the state

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Comprehensive School Physical Activity Programs Preparation in Physical Education Teacher Education Programs

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

’ preparedness for teaching physical education in schools. Therefore, PETE programs can prepare teacher candidates to become competent physical educators with adequate knowledge and skills to help all students adopt lifelong PA patterns and healthy behaviors. However, little is also known about the current state

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Critical Pedagogies in PETE: An Antipodean Perspective

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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Student Teaching and the Pedagogy of Necessity

Richard I. Tinning

Student teaching as a significant part of the professional development of physical education teachers is implicated in the general failure of teacher education to adequately prepare teachers who can envision a world of schooling that is any different from the present one. This paper argues that the dominant pedagogy of student teaching is inherently conservative, is characterized by technical rationality, and embraces an outmoded view of professional knowledge. The adoption of a critical-inquiry perspective in student teaching is offered as a possible alternative.

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The Success and Struggles of Physical Education Teachers While Teaching Online During the COVID-19 Pandemic

Erin Centeio, Kevin Mercier, Alex Garn, Heather Erwin, Risto Marttinen, and John Foley

The purpose of this study was to investigate physical education teachers’ perceptions of implementing online physical education during the COVID-19 pandemic as well as to explore their needs with regard to support for future teaching experiences. A total of 4,302 teachers completed four open-ended questions as part of a larger survey. Deductive and inductive qualitative analysis led to three themes: (a) Teachers’ Proud Moments, (b) Help! So Many Obstacles, and (c) Future Challenges. Teachers stated many successes and challenges that they experienced through the COVID-19 pandemic. Many items specifically focused on use and access to technology, student participation, and meeting students’ needs in various ways. Results can provide guidance for how to address the essential components of physical education in the online environment. In addition, results may provide insight to those who educate, train, and prepare teachers to teach in a virtual and/or physically distanced environment.

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African American Teacher Candidates’ Experiences in Teaching Secondary Physical Education

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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Routledge Handbook of Adapted Physical Education

Willie Leung and Jeffrey A. McCubbin

. “Part IV: Research Trends in Adapted Physical Education” focuses primarily on the research related to pedagogical interventions. It explores trends and areas of research that are moving the field forward. The authors demonstrate that while we have learned much about how to prepare teachers to make a

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Social Justice Research in Physical Education Teacher Education: Contextualized in the United States

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

culturally relevant or other described social justice pedagogies in preparing teacher candidates” (p. 8). Defined : An inclusive concept meant to prepare teachers to recognize, name, and combat inequities in schools and society. Frames : Cultural responsiveness and relevance in teaching. The research design

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Chapter 6: Perspectives on the Future of Doctoral Programs

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

faculty who design and deliver D-PETE programs involves finding an appropriate balance between research training and learning how to prepare teachers for our nation’s schools. This D-PETE program design balance is important for two reasons. It influences what doctoral students learn, prioritize, and

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Chapter 5: Physical Education Teacher Education Faculty: A Focus on Social Justice

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

responsibility for preparing teachers for our schools. Readers are challenged to remain mindful of the broader perspective of influences within a systems view of U.S. physical education. Simultaneously, it is important to tease out the role of PETE faculty in higher education in contributing to a positive future