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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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Zachary Wahl-Alexander, Matthew D. Curtner-Smith, and Oleg A. Sinelnikov

secure compliance with their managerial and instructional systems ( Tousignant & Siedentop, 1983 ; Wahl-Alexander & Curtner-Smith, 2014 ). In addition, inexperienced inservice teachers and preservice teachers (PTs) often make the mistake of compromising with students when faced with persistent negative

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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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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

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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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Kelsey McEntyre, Matthew D. Curtner-Smith, and K. Andrew R. Richards

The classroom ecology paradigm ( Doyle, 1977 , 1979 , 2005 ) has provided a theoretical lens that can be used to help both inservice and preservice teachers (PTs) improve their effectiveness. The key objective of the paradigm is to discover how order and cooperation are established between

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Leah K. May, Matthew D. Curtner-Smith, and Stefanie A. Wind

Acculturation Preservice teachers (PTs) entering physical education teacher education (PETE) have already had their value orientations shaped during the process of acculturation, which occurs from birth to the end of their schooling ( Curtner-Smith, 2017 ; Sofo & Curtner-Smith, 2010 ). During this phase of