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Elizabeth Domangue and Russell Lee Carson

Following the devastation of hurricane Katrina, a university located in the south-eastern United States created a service-learning program. This program was established so that physical education teacher education (PETE) students could provide physical activities to children living in a temporary, government-funded housing community. The purpose of this study was to investigate how the service-learning program shaped preservice teachers’ cultural competency. The participants were 16 PETE students in a curriculum development course. A questionnaire was used to assess changes in the students’ cultural competency. Reflective journals and interviews were qualitative data sources used to identify significant elements of the service-learning program that elicited thoughts about the role of cultural competency in teaching. Findings revealed that there were changes in cultural competency. Triangulation of the data suggested that the service-learning participants identified consistent engagement, exposure to another culture, and an engaged instructor as key contributors to cultural competency within the service-learning program.

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Phillip Ward

and complexity of teaching, and f. Practices that are research based and have the potential to improve student achievement. Core practices are not the competency-based teacher education ( Heath & Nielson, 1974 ) of the 70s or 80s characterized by discrete skill training. Though these competency

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Wesley J. Wilson and K. Andrew R. Richards

in PE ( Curtner-Smith, 2017 ; Curtner-Smith, Hastie, & Kinchin, 2008 ), the structure and function of physical education teacher education (PETE) programs ( Stran & Curtner-Smith, 2009 ), and ongoing socialization in the sociopolitical environments of schools that have historically marginalized the

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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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Kim C. Graber, Amelia Mays Woods, Chad M. Killian, K. Andrew R. Richards and Jesse L. Rhoades

Spurred by the publication of A Nation at Risk ( National Commission on Excellence in Education, 1983 ), teacher education programs within the United States experienced considerable scrutiny in the 1980s and 1990s. The concern that American youth were receiving a substandard education, perhaps as

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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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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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Brendon P. Hyndman and Stephen Harvey

via university curricula ( Hyndman, 2017a ; McMahon & Dinan Thompson, 2014 ). In the field of teacher education, many preservice teachers (PSTs) require ways to fill large gaps in their professional development and learning (PDL; Hyndman, 2017b ), since they are in an initial phase in their teaching

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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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K. Andrew R. Richards and Kim C. Graber

As illustrated in Chapter 5 ( Ayers & Woods, 2019 ) and Chapter 6 ( Kern, Richards, Ayers, & Killian, 2019 ) of this monograph, physical education teacher education (PETE) faculty members recognize the need to recruit PETE students into their programs. Once that recruitment has taken place, however