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implemented as part of course curriculum with school partnerships in a university PETE program to prepare preservice teachers to be effective PALs ( Ciotto & Fede, 2017 ). Although more universities are increasingly integrating CSPAP training into their PETE curriculum, research on the effectiveness of

to provide evidence of their effectiveness and their impact on preservice teachers’ learning. In 2012, the Commonwealth Government’s Productivity Commission highlighted the need for an evidence base to evaluate teacher preparation and track the subsequent performance of graduating preservice teachers

new knowledge to an existing framework of knowledge. Constructivism assists preservice teachers in their ability to select and transform newly acquired information, reflect, construct ideas based on their experiences, and make decisions grounded in cumulative experiences ( Richardson, 2003 ). In the

One of the most relevant and influential aspects for the future welfare of society is the initial education of preservice teachers ( Darling-Hammond, 2006 ). As Weber-Mayrer, Piasta, Ottley, Justice, and O’Connell, ( 2018 ) recently noted, the improvement of their professional vision during college

The classroom ecology paradigm ( Doyle, 1979 , 1986 ) has proven to be a useful theoretical lens through which physical education teacher education (PETE) faculty can help preservice teachers (PTs) learn to teach. PETE faculty who have used this lens have either drawn from the limited amount of

Early field experiences (EFEs) are an integral component in teacher education because they offer preservice teachers (PTs) authentic and practical opportunities to implement a myriad of appropriate practices in their schools, learned during methods courses ( Graber et al., 2017 ). In addition to

of events that occur in the classroom as well as the decision how to handle these events. These skills mediate between knowledge and actual teaching performance. Therefore, teacher education programs aim to foster situation-specific skills to enable preservice teachers to make use of acquired scholar

) in a group of preservice teachers (PSTs) from a Spanish university. It presents SL as a methodological proposal to address PE teaching that can provide meaningful learning in the context of PST training. When working at school, these students will teach PE at the preschool level, and may teach PE at

Guided by the Society of Health and Physical Educators America ( 2017 ) standards for initial licensure, physical education teacher education (PETE) programs are tasked with preparing preservice teachers (PTs) with the knowledge and skills needed to teach effectively ( Graber, Killian, & Woods