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    İmplementing practice-based physical education teacher education pedagogies
    (2025) Dervent, Fatih; Ward, Phillip; Xie, Xiuye; Tsuda, Emi; Santiago, Jose A; Ko, Bomna; Kim, Insook; Iserbyt, Peter; Devrilmez, Erhan
    This article addresses a key theory-practice gap in physical education teacher education (PETE) programs that can lead to the inadequate preparation of teachers for the realities they will face in schools. To improve the relevance of traditional PETE programs, the essential elements of implementing practice-based teacher education pedagogies are presented. The article provides readers with pedagogies that focus on the authentic practices in teacher education designed to train preservice teachers to learn from their teaching, as well as to understand the nuances of teaching in varied contexts.
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    Practice-based teacher education in physical education
    (Human Kinetics Publ Inc, 2022) Ward, Phillip; Dervent, Fatih; Devrilmez, Erhan; Iserbyt, Peter; Kim, Insook; Ko, Bomna
    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.
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    Recent advances in the study of content knowledge and pedagogical content knowledge in physical education
    (Taylor & Francis (Routledge), 2020) Iserbyt, Peter; Kim, Insook; Ward, Phillip; Dervent, Fatih; Devrilmez, Erhan; Cotuk, Mufide; He, Yaohui
    Recent advances in the study of content knowledge and pedagogical content knowledge in physical education
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    A transnational research collaboration: a social network analysis and perspectives on our community of practice
    (Routledge, 2021) Ward, Phillip; Devrilmez, Erhan; Ayvazo, Shiri; Dervent, Fatih; He, Yaohui; Iserbyt, Peter; İnce, Levent
    Transnational research involves research in one country that benefits that country, and where the findings are compared to the extant studies in the larger field. It also involves the search for common effects and situational influences (i.e., country and culture-specific) toward a particular research topic. In this study we examine the transnational collaboration among 11 (5 female and 6 male) researchers located in five countries conducting research in seven countries for the past 18 years. Our purpose is to elucidate relationships among the team members. First, we use social network analysis to examine our publishing and presentation productivity. Second, we use a community of practice framework to understand our collaboration and scholarly relationships. Social network analysis showed that we are a strong decentralized social network with work shared across all members. Our community of practice analysis highlighted shared values, our shared impact, professional and personal rewards and challenges.
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    Transnational research: the benefits of collaboration
    (Taylor and Francis, 2024) Ward, Phillip; Dervent, Fatih; Devrilmez, Erhan; He, Yaohui; Iserbyt, Peter; Kim, İnsook; Ko, Bomna; Santiago, José A.; Tsuda, Emi; Wang, Xiaozan; Xie, Xiuye
    İn this chapter, we describe our collaboration within and across countries on topics related to effective teaching and student learning. Specifically, content knowledge, pedagogical content knowledge and practice-based teacher education in preservice physical education teacher education and in terms of continuing professional development. Our research team has conducted studies in Belgium, China, Japan, South Korea, Türkiye, and the United States. This work is both research and development, as well as translational in nature. It represents a case of workforce systems development at scale. The work has been impactful in terms of undergraduate and graduate education, teachers and students in schools, research and development, and policy change. © 2025 selection and editorial matter, Hal A. Lawson, Emily M. Jones, and Kevin Andrew Richards; individual chapters, the contributors. All rights reserved.