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Practice-Based Teacher Education in Physical Education

Phillip Ward, Fatih Dervent, Erhan Devrilmez, Peter Iserbyt, Insook Kim, Bomna Ko, José A. Santiago, Emi Tsuda, and Xiuye Xie

There is both longstanding and widespread agreement that teacher education is in need of reform ( Darling-Hammond, 2021 ; Flores, 2016 ; Janssen et al., 2014 ; Korthagen, 2010 ; Zeichner, 2012 ). In the last two decades, there has been an increasing criticism of the preparation of preservice

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Preparing Culturally Competent Teachers: Service-Learning and Physical Education Teacher Education

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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Faculty Perspectives Using Practice-Based Teacher Education in Physical Education

Phillip Ward, Fatih Dervent, Insook Kim, Bomna Ko, Xiuye Xie, Emi Tsuda, José A. Santiago, Peter Iserbyt, and Erhan Devrilmez

Teacher education scholars worldwide have called for more relevance in teacher education ( Darling-Hammond, 2021 ). Among the common critiques is a theory–practice divide that manifests itself in two ways: (a) The theory being learned is not relevant to what teachers do in their job and (b

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Core Practices for Teaching Physical Education: Recommendations for Teacher Education

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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Socialization of Preservice Adapted Physical Educators: Influence of Teacher Education

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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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

, 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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An Analysis of Physical Education and Health Education Teacher Education Programs in the United States

Phillip Ward, Won Seok Chey, Insook Kim, Emi Tsuda, Bomna Ko, Dena Deglau, and Kyuil Cho

There are longstanding criticisms of the effectiveness of teacher education programs ( Korthagen, 2010 ; Stevenson et al., 2020 ; von Hippel & Bellows, 2018 ). Most significant among these criticisms is increasing evidence that teacher education is failing to prepare teachers for the complexities

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Challenges to Culturally Responsive Teaching in Physical Education Teacher Education Alumni: A Mixed-Methods Analysis

Sara B. Flory, Craigory V. Nieman, and Rebecca C. Wylie

when cultural backgrounds of students and teachers are vastly different ( Flory & McCaughtry, 2011 ). Researchers have examined how physical education teacher education (PETE) programs address issues of social justice ( Walton-Fisette et al., 2018 ). In the United States, very few PETE programs include

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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

general, and for physical education teacher education (PETE) faculty in particular, and who is responsible for asking, much less answering, these questions with action strategies? For example, how can physical education programs best meet the needs of the students, families, communities, and schools we

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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

Increasingly, scholars are advocating for and exploring social justice phenomena in Physical Education Teacher Education (PETE) programs ( Harrison et al., 2021 ). Most would agree that PETE programs are largely responsible for the professional preparation of the physical education teacher