This study aimed to analyse the relationship between teaching/learning conceptions and reflective thinking in physical education teacher candidates. To this end, the study recruited, on a voluntary basis, 640 students who were in 1st, 2nd, 3rd and 4th grade in the Department of Physical Education and Sports Teaching in the School of Physical…

Purpose: Based on the theorized concept "Curriculum Safety Zone (CSZ)," this study was conducted to identify the factors for breaking CSZ by contrasting the experiential accounts of two pre-service teacher groups who taught within or outside of their CSZ. Method: Pre-service teachers (n = 14) from a sport-centered PETE program were…

Purpose: This study investigated beliefs about the physical education (PE) profession of Chinese preservice physical education teachers (PPETs). Methods: Chinese PPETs (N = 660) from six universities participated in the study. Data were collected using a prevalidated survey--a scale of measuring Chinese PPETs' beliefs about the PE profession,…

This study enacted and supported a scaffolding process to improve preservice teachers' (PSTs') assessment literacy as they experienced school placement. It is crucial to create opportunities that enhance PSTs' understanding of assessment literacy, helping them to reconsider conceptions previously developed as school students (socialisation…

The goal of physical education (PE) is to increase student confidence, competence, and motivation to lead physically active lifestyles. Research has shown that physical education teacher education (PETE) students tend to be sexist, elitist and unsympathetic towards social issues. Currently, a gap in culturally responsive and socially just forms of…

University and local K-12 school partnerships are essential for physical education teacher education (PETE) programs, as they provide valuable avenues for practicum and student teaching experiences. In addition, practicums within K-12 schools provide valuable opportunities for PETE students to develop physical activity leadership skills. Thus, it…

A teacher cannot teach what they do not know. Previous studies have demonstrated that increasing teachers' content knowledge (common content knowledge [CCK] and specialized content knowledge [SCK]) enhances teachers' teaching effectiveness, which in turn results in better student learning. In the limited curricular space available in physical…

It is known that the aims and achievements of the Higher Education Institution in the Teacher Education Guidelines of our country will enable the teacher candidates to develop a positive attitude from the professional point of view with the help of teaching practice course. In this context, Teaching practice course is a transformation of the…

This article describes the five stages of the design thinking model used to engage students in a creative-thinking process to solve assessment barriers.

Sports injuries are a considerable problem in physical education teacher education (PETE) students. They have important consequences and might affect the attitude that PETE students have towards sports and physical activity. Up to now, several efficacious injury prevention programmes have been developed for various sports disciplines. There is a…

Appreciating that a significant amount of assessment-related literature has focused on the 'what' of assessment (i.e. what to assess), 'the systematic use of assessment to improve learning remains the exception rather than the rule' [Wiliam, D. (2018). Assessment for learning: Meeting the challenge of implementation. "Assessment in Education:…

The purpose of this study was to describe the acculturation of six British physical education (PE) preservice teachers (PSTs). The research questions we sought to answer were: (a) What were the PSTs' values, beliefs, and perspectives regarding PE? and (b) What factors shaped the PSTs' values, beliefs, and perspectives during their acculturation?…

The development of a teacher identity (TI) profoundly impacts teacher education program graduates' career intention and teaching practices. Existing studies on pre-service physical education teachers' teacher identity (PPET-TI) have used qualitative methods to focus on the dynamic and reflective features of TI. Quantitative studies that help…

Purpose: Models-Based Practice (MBP) has been suggested as one possible physical education future. However, there are few examples that consider the challenges faced implementing MBP. The purpose of this research is to develop and articulate principles of practice for implementing MBP in physical education teacher education. Method: Self-Study of…

This study examined the occupational socialisation of physical education teacher candidates specific to their experiences with students with disabilities (SWD) prior to and during their Physical Education Teacher Education (PETE) programme, and how these experiences influenced their early teaching practices. Participants were teacher candidates…