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Öğe Faculty perspectives using practice-based teacher education in physical education(Human Kinetics Publ Inc, 2022) Ward, Phillip; Dervent, Fatih; Kim, Insook; Ko, Bomna; Xie, Xiuye; Devrilmez, ErhanPurpose: 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.Öğe 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, ErhanThis 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.Öğe Physical education preservice teachers' perspectives on practice-based teacher education pedagogies: Teaching rehearsals and repeated teaching(Human Kinetics Publ Inc, 2025) Tsuda, Emi; Ward, Phillip; Ko, Bomna; Santiago, Jose A.; Dervent, Fatih; Devrilmez, ErhanPurpose: 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.Öğe Practice-based teacher education in physical education(Human Kinetics Publ Inc, 2022) Ward, Phillip; Dervent, Fatih; Devrilmez, Erhan; Iserbyt, Peter; Kim, Insook; Ko, BomnaBackground: 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.Öğe 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, Xiuyeİn 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.
