Xiuye Xie

Purpose : The purpose of this study was to explore preservice teachers’ perspectives on two practice-based teacher education pedagogies, teaching rehearsals and repeated teaching, in eight physical education teacher education programs. Method : We employed a multiple case study design. Thirty-eight preservice teachers (four to six per program) participated in the study (female, n = 20; male, n = 18; sophomore, n = 7; junior, n = 12; senior, and n = 19). A semistructured interview was conducted to collect data. The data were analyzed using inductive thematic analysis, followed by magnitude coding. Results : Five themes were identified from the data: (a) improved practices in classroom management, (b) improved effectiveness in providing instructions, (c) enhanced content knowledge, (d) learning from peers, and (e) perspectives toward teaching rehearsals and repeated teaching. Discussion/Conclusion : The findings provide evidence of the acceptability of two practice-based teacher education pedagogies as teacher education practices by preservice teachers.

Purpose : This study aimed to explore current practices associated with lesson planning in physical education teacher education programs. Method : The study employed a descriptive quantitative research design using survey and lesson plan templates as data sources. A total of 64 physical education teacher education faculty members’ survey responses and 38 lesson plan templates were collected. Descriptive statistics were used to analyze the survey results, and content analyses were employed to examine the lesson plan templates. Results : The majority of the participants responded that they increased the demands on lesson plans as preservice teachers progressed through the program and spent less than 30 min per lesson plan review. The lesson plan templates primarily consisted of three major areas, including lesson overview, tasks and activities, and reflection. Discussion/Conclusion : The practice associated with lesson planning varies at each program. Further investigation into effective practice for lesson planning is essential in future studies.

Purpose : This study aimed to explore teaching practices of lesson planning in physical education teacher education programs. Method : The study employed a qualitative descriptive study design. The study was conducted with 11 faculty members in physical education teacher education programs in the United States. Semistructured interviews served as a data source. Results : Inductive thematic analysis was used to analyze the data, resulting in four themes: (a) strategies to promote preservice teachers’ understanding of lesson planning, (b) the obstacles of teaching and providing feedback on lesson planning, (c) the importance of adapting a lesson plan template and developing shared expectations, and (d) faculty perceived preservice teachers’ struggles in lesson planning. Discussion : Developing detailed lesson plans serves as the foundation for delivering effective instruction. It is critical that the field reflects on practices in order to continue producing effective teachers who can make a positive impact on students.

Purpose: By identifying and synthesizing existing research on the student-teaching triad, the purpose of this scoping review was to understand its structure and provide insights for practice and research in practicum, supervision, and teacher education. Method: The five-stage scoping review served as the methodological framework for this study. Results: A total of 37 studies conducted between 1980 and 2024 explored the student-teaching triad in physical education. A descriptive review was employed to outline the context of the studies, while a thematic review was utilized to present an overview of the key outcomes discussed in these studies. Discussion/Conclusions: The student-teaching triad involves collaboration among student and cooperating teachers and university supervisors, with varying degrees of interaction among them. Furthermore, there is a need for improving supervisory practices through training workshops and ongoing professional development.

The purpose of this study was to examine how preservice teachers (PSTs) adapted their lesson planning components over time. We were particularly interested in the quality of adaptations that were made by PSTs in a practice-based teacher education (PBTE) program. A descriptive analytic design was used to examine the lesson plans of nine PSTs who were peer teaching for 10-weeks. The context for teaching became incrementally more complex in terms of core practices of instructional and managerial skills as the semester progressed. Three PBTE pedagogical strategies were integrated throughout the peer teaching across five phases: rehearsals, repeated teaching, and approximations of contexts. A descriptive analysis of lesson components (e.g., instruction, management, and closure) was conducted, with further examination in three quality indicators: alignment to the lesson, preciseness of the task statements, and the content appropriateness of the lesson plan. Almost three quarters of adaptations were made in instructional statements and content development. Improvements in alignment to the lesson were made faster than improvement in preciseness and content. Approximately 80% of improved adaptations were maintained by PSTs across different lessons over time. The findings in this study suggest that PBTE pedagogical strategies support PSTs’ development of adaptive competence in lesson planning and improve PSTs’ adaptation in quality indicators as well.

Purpose: Practice-based teacher education (PBTE) has been proposed as an approach to combat forms of teacher education that create prescriptive understandings of teaching that are disconnected from practice. In physical education, PBTE is becoming more prevalent. Some have argued that many of its elements have been in use for some time, whereas other elements have been refined or are new. In this study, we were motivated to examine the use of PBTE by physical education teacher educators and their perceptions of PBTE. Method: Participants were nine teacher educators from the United States (n = 6), Turkey (n = 2), and Belgium (n = 1). Surveys were used to gather data on the use of PBTE and the perceptions of teacher educators. Data describing the use of PBTE in their programs were descriptively analyzed. Our perceptions were interpreted using an intrinsic case study with PBTE serving as the case. Findings: Programs adopted similar and different elements of PBTE. Four themes emerged relative to the perceptions of teacher educators about PBTE: (a) how the context of the teacher educator influences their use of PBTE, (b) teacher educators’ use of PBTE, (c) the advantages of using PBTE, and (d) a critical analysis of PBTE. Conclusion: Our approach to operationalizing PBTE may help encourage useful conversations in physical education teacher education.

Background: Teacher education is a complex endeavor designed to prepare preservice teachers for the task of teaching physical education to students in K–12 schools. Yet, there is widespread criticism of teacher education outcomes within the United States and around the world. Consequently, teacher educators have been increasingly called upon to use evidence-based approaches in teacher education. Purpose: In this article, we discuss a teacher education reform called practice-based teacher education from macro and micro perspectives. Discussion: Practice-based teacher education emphasizes a curriculum that is focused on relevance defined in terms of what a teacher needs to know and do to be able to teach physical education. Evidence for curricular changes to physical education teacher education and to the content and pedagogies of methods and content classes are presented. We conclude with a discussion of how practice-based teacher education can address social injustice.