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Direct linkDoolittle, Sarah A.; Virgilio, Stephen J. – Journal of Physical Education, Recreation & Dance, 2017
Physical education teacher education (PETE) programs are often driven in large part by the external demands of state and national accreditation, such as standardized teacher certification exams. Furthermore, the state of New York requires that practicing teachers be evaluated each year through structured observations, together with quantitative…
Descriptors: Physical Education Teachers, Physical Education, Undergraduate Students, Teacher Effectiveness
Carson, Russell L.; Castelli, Darla M.; Kulinna, Pamela Hodges – Journal of Physical Education, Recreation & Dance, 2017
As comprehensive school physical activity program (CSPAP) professional development becomes increasingly available to current K-12 physical education teachers, this special feature shifts attention to the preparation of future PE teachers and teacher educators for CSPAP. The purpose of this concluding article is to summarize the undergraduate- and…
Descriptors: Teacher Education, Teacher Education Programs, Physical Education, Physical Education Teachers
O'Sullivan, Mary – Physical Education and Sport Pedagogy, 2018
Mary O'Sullivan writes that she spent part of her sabbatical leave interviewing teacher educators from nine countries across three continents exploring teacher education contexts both nationally and locally, and the nature of the 'teacher educators' work in these contexts. Three issues struck her: (1) The intensification of regulation and policy…
Descriptors: Social Justice, Physical Education, Physical Education Teachers, Teacher Educators
