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Jeremiah T. Deenihan and Ann MacPhail

Research investigating teachers’ and preservice teachers’ (PSTs) experiences delivering Sport Education (SE) necessitates further attention (Glotova & Hastie, 2014). Research that has been conducted to date has shared varied findings, with some teachers finding it difficult to teach SE in its entirety (Curtner-Smith, Hastie, & Kinchin, 2008). This study investigated seven PSTs’ delivery of SE during their teaching placement in the final year of their physical education teacher education (PETE) program. Data were gathered through pre- and postteaching placement interviews and midteaching placement focus groups, which were analyzed using thematic coding and constant comparison (Miles & Huberman, 1994; Thomas, 2009). Occupational socialization (Lawson, 1983a, 1983b) was used as the framework to analyze the factors that influenced their learning and delivery of SE. Findings show that PSTs encountered specific difficulties related to teaching SE on teaching placement and that their cooperating teachers played a significant role in their delivery of SE.

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Tan Leng Goh and Kristin Scrabis-Fletcher

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

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Louisa R. Peralta, Claire L. Marvell, and Wayne G. Cotton

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

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Christine Galvan, Karen Meaney, and Virginia Gray

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

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

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

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Zachary Wahl-Alexander and Matthew D. Curtner-Smith

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

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Nicholas S. Washburn, Karen Lux Gaudreault, Christopher Mellor, Caitlin R. Olive, and Adriana Lucero

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

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Steffen Greve, Kira Elena Weber, Björn Brandes, and Jessica Maier

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

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Craig Parkes and Michael A. Hemphill

Over the last 35 years, occupational socialization research has suggested that preservice teachers (PTs) entering physical education teacher education (PETE) programs typically possess a teaching, moderate coaching, or hardcore coaching orientation ( Curtner-Smith, Hastie, & Kinchin, 2008 ; Lawson

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

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