The physical education teacher education (PETE) landscape is in need of adjusting the types of credit hours allocated within its programs. In doing so, preservice physical education teachers will be better equipped to take on the challenges of today's physical education milieu. PETE program credit hours have remained similar over the past 3…

The purpose of this study was to examine physical education (PE) preservice teachers' (PSTs) experiences applying the teaching personal and social responsibility model (TPSR) at the elementary level. Fuller's (1969) theory of concern development served as a framework for this study. A purposive sample of nine PSTs (3 females, 6 males), majoring in…

Previous research suggests that physical education teacher education (PETE) programs offer few adapted courses and provide limited hands-on experiences with teaching students with disabilities, specifically those in a self-contained environment. This study aimed to analyze PETE students' and classroom teachers' perceptions of a field experience…

Given that preparing preservice classroom teachers (PCTs) for movement integration (MI) has gained traction in recent years as a focus of policy and research related to children's school-based physical activity (PA) promotion, the purpose of this study was to examine PCTs' field experiences of learning to integrate movement in elementary…

Background/Purpose: Physical education teacher education (PETE) programs have been encouraged to provide teacher candidates (TCs) with the competencies and dispositions needed to implement a variety of curriculum and instructional models. Likewise, it has been suggested that TCs should have opportunities to practice implementing such models in…

The purpose of this study was to examine pre-service teachers' (PTs) ability to deliver feedback, which has been used as a process variable in identifying teacher-effectiveness and an established NASPE standard for beginning teachers. These questions guided the study: 1. Will overall feedback interactions delivered by PTs reach 45 per video? 2.…

With the teacher concerns theory (Fuller, 1969) as a theoretical framework, this study has set out to examine how physical education teacher candidates perceive their implementation of the Personal and Social Responsibility Model (Hellison, 2003) and how they actually implement it during field experience. Five teacher candidates (three female, two…

The purpose of this study was to examine the effectiveness of interactive online journal writing on physical education teacher candidates' reflection, and to explore the content and functions of such reflection during field experience. Four participants selected from a pool of students enrolled in pre-student teaching field experience were asked…

This study compared the effects of two supervisory models (self-assessment and collaborative) on types and frequency of teacher verbal feedback statements during early field experiences for preservice physical educators. Videotapes and observation data indicated that collaborative supervision increased students' positive specific interactions with…

Teacher education programs continue to search for alternative field experiences for preservice teachers. Whether the public schools are overloaded with interns or a break from certain schools is recommended for various reasons, it is important to identify appropriate alternative practice teaching opportunities prior to student teaching. With the…

A pilot study of 13 preservice and 4 inservice teachers collected and analyzed data regarding how they progressed from early field experience through elementary school physical education. Results indicated that teachers improved their teaching effectiveness as they practiced teaching and were properly monitored with definite goals set. (CB)

This study examined what preservice teachers found surprising about their field experience. Seventy-two preservice teachers completed an open-ended questionnaire during the final field experience seminar of the academic term. Data were content analyzed using inductive coding. Four themes of surprises emerged. The preservice teachers were (a)…

The introduction of a living-learning community offers a new direction for recruitment and retention of physical education majors. A living learning community of physical education majors presents a unique opportunity for students to not only attend classes together but also live in the same residence hall and develop a commitment to professional…

This study examined the effects of four preservice teacher education courses (two in multicultural education, a field experience, and student teaching in urban areas) on preservice teachers' perceptions of their multicultural knowledge and attitudes. Findings indicated that subjects' perceptions of multicultural knowledge and attitudes were…