& Melnychuk, 2009 ). Research on PETE faculty’s perceptions of teacher preparation for HRFT has yet to be conducted. Faculty are the ones who determine the progression of students learning experiences throughout the curriculum ( Corbin & Cardinal, 2008 ). Therefore, it is crucial to include faculty voices
Search Results
Preservice Physical Education Teacher Preparation for Health-Related Fitness Testing: A Faculty Perspective
Xiaolu Liu, Xiaofen D. Hamilton, Rulan Shangguan, Jingwen Liu, Sarah J. Wall, and Richard Guerra
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
Preparing prospective teachers for teaching in urban schools has been the focus of researchers and teacher preparation programs alike for nearly four decades ( Ladson-Billings, 1999 , 2011 ; Nieto, 1992 ). This is an especially salient issue in the United States since the teaching force is nearly
Comprehensive School Physical Activity Programs Preparation in Physical Education Teacher Education Programs
Ja Youn Kwon, Pamela H. Kulinna, Hans van der Mars, Audrey Amrein-Beardsley, and Mirka Koro-Ljungberg
of physical education are advocates for CSPAP in schools, teachers who actually implement CSPAP in schools, need to be adequately prepared and assessed for it. The role of PETE programs should evolve to embrace this expanded role of physical education teachers as well as the role of teacher
A Model for the Cognitive Component of Teacher Preparation Programs
Jeralyn J. Plack and Carol A. French
From Teacher Preparation to the Public Schools: Inservice Teachers Speak Out
Mark S. Freedman
Strategies for Increasing Minorities and Women in Sport Management and Physical Education Teacher Preparation Programs: Common Recruitment and Retention Themes
Mary A. Hums, Camille P. O’Bryant, and Linda Tremble
Preservice Physical Educators’ Self-Efficacy Beliefs Toward Inclusion: The Impact of Coursework and Practicum
Andrea R. Taliaferro, Lindsay Hammond, and Kristi Wyant
The purpose of this study was to investigate the effect of completion of an adapted physical education (APE) course with an associated on-campus practicum on preservice physical educators’ self-efficacy beliefs toward the inclusion of individuals with specific disabilities (autism, intellectual disabilities, physical disabilities, and visual impairments). Preservice students in physical education teacher education (N = 98) at a large U.S. Midwestern university enrolled in 1 of 2 separate 15-wk APE courses with an associated 9-wk practicum experience were surveyed at the beginning, middle, and conclusion of each course. Results of 4 separate 2-factor fixed-effect split-plot ANOVAs revealed significant improvements in self-efficacy beliefs from Wk 1 to Wk 8 and from Wk 1 to Wk 15 across all disability categories. Significant differences between courses were found only for autism in Time 1.
Content Acquisition Podcasts and Preservice Physical Educators’ Knowledge and Self-Efficacy Toward Teaching Students With Visual Impairments
Scott W.T. McNamara, Ali Brian, and Melissa Bittner
Identifying tools to reinforce content on teaching children with visual impairments (VI) is needed to better inform future physical educators as children with VI often have poor physical education (PE) experiences. Content acquisition podcasts (CAPs), podcasts created with instructional design principles and expert-developed content, may provide preservice PE teachers with knowledge and confidence needed to properly teach children with VI. The purpose of this investigation was to compare knowledge and self-efficacy differences from pre- to postintervention among a control group, a textbook chapter group, and a CAPs group. A knowledge and self-efficacy assessment was developed through a modified Delphi method. The CAPs participants showed significantly higher knowledge gains compared with other groups. The CAPs group revealed significantly higher self-efficacy gain when compared with the control but did not significantly differ from one another. The textbook group did not significantly differ from the control group. Implications for future research and suggestions for practitioners are discussed.
Physical Activity Leadership Development Through a Physical Education Teacher Education Service-Learning Course
Cate A. Egan, Christopher B. Merica, Grace Goc Karp, Karie Orendorff, and Hayley Beth McKown
Purpose: The purpose of this study was to understand how a service-learning project implementation can help preservice physical education teachers develop physical activity (PA) leadership skills. Methods: A qualitative exploratory single case study was employed, and eight preservice physical education students enrolled in service-learning course were recruited. Data included pre/post self-assessment surveys, reflection journals, individual interviews, and final poster presentations, and were coded using service-learning as a lens. Trustworthiness was established using multiple strategies. Results: Three major themes emerged, each with their own subthemes. Theme 1 was Practical Experience, Theme 2 was Learning to be Leaders, and Theme 3 was Service-Learning. Discussion/Conclusion: The hands-on structure of a service-learning course allowed students to develop PA leadership skills and provided them with the skills and confidence needed to implement expanded PA programs in the future. Service-learning courses are a viable option for PA leadership training in teacher education programs.
Influence of Occupational Socialization on Two Preservice Teachers’ Interpretation and Delivery of the Sport Education Model
Margaret Stran and Matthew Curtner-Smith
The purpose of this study was to (a) examine how two preservice teachers (PTs) interpreted and delivered the sport education (SE) model during their student teaching and (b) discover factors that led to the their interpreting and delivering the model in the ways they did. The theoretical framework used to guide data collection and analysis was occupational socialization. Data were collected using a variety of qualitative techniques and analyzed using standard interpretive methods. Results revealed that high quality SE-Physical Education Teacher Education (PETE) facilitated both a commitment to the model and the ability to teach the full version of it for a teaching-oriented and moderately coaching-oriented PT. Key elements of SE-PETE responsible for this commitment and competence appeared to be the teaching of prescribed mini-seasons before student teaching, the conditions encountered by PTs during teaching practice, and a host of PETE faculty characteristics congruent with the general PETE occupational socialization literature.
