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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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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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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

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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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K. Andrew R. Richards, Alyssa M. Trad, Christopher J. Kinder, Kim C. Graber, and Amelia Mays Woods

mattering ( Richards et al., 2019 ), that can build resilience to better cope with stress and prevent burnout ( Richards, Levesque-Bristol, Templin, & Graber, 2016 ). Compared with in-service teachers, little is known about the socialization experiences of physical education teacher education (PETE) faculty

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

( Quarmby & Dagkas, 2013 ), and urban school status. In addition, researchers have examined how physical education teacher education (PETE) programs address issues of social justice; in the United States, especially, very few PETE programs include any elements of teaching social justice within their

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Cory E. Dixon, Peter A. Hastie, and Jared A. Russell

diverse students, it has become vital for our White teachers to have cultural competence. In addition to the lack of diversity in the workforce, many teacher education programs provided limited culturally diverse instruction in their curriculum ( Tomlinson-Clarke, 2000 ; Yuan, 2018 ). Within physical