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    Content knowledge and pedagogical content knowledge: conceptions and findings
    (Routledge Journals, Taylor & Francis Ltd, 2018) Dervent, Fatih; Ward, Phillip; Tsuda, Emi; Higginson, Kelsey; Cho, Kyuil; Li, Yilin; Goodway, Jackie; Devrilmez, Erhan
    Overview: Pedagogical content knowledge (PCK) and content knowledge (CK) have undergone significant changes in their conceptions and in the methodologies used to measure them the past 5–10 years. In this symposium, the authors present current conceptions of both PCK and CK as well as methodological strategies used to collect data in studies that examine preservice and practicing teacher’s understanding of content knowledge and their use of content in their practice of teaching.
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    Differences in the content knowledge of those taught to teach and those taught to play
    (Human Kinetics Publ Inc, 2018) Ward, Phillip; Tsuda, Emi; Dervent, Fatih; Devrilmez, Erhan
    Purpose: Little is known about how teachers acquire specialized content knowledge (SCK). We examine the hypothesis that SCK is not acquired from K-12 physical education and from extracurricular activities characterized by playing; instead, SCK must be explicitly taught to teachers. Method: Students were enrolled in either basic physical activity instruction classes (n = 119), where the focus of instruction was on learning to play (common content knowledge), or physical education teacher education movement classes (n = 72), where the focus of instruction was on learning to teach (SCK). Content maps were used to assess the SCK of the study participants prior to and after receiving instruction in badminton, tennis, basketball, and volleyball. Results: Non-parametric statistics showed significant differences in pretest scores. However, these differences were determined to be not meaningful. Pre-post gains were significant for both groups but, meaningfully different only for the teaching group. Discussion: Findings demonstrate that (a) SCK is not acquired in any depth from engagement in K-12 physical education and extracurricular experiences, and (b) can be explicitly taught to teachers.
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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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    Implementing practice-based physical education teacher education pedagogies
    (Routledge, 2025) Dervent, Fatih; Ward, Phillip; Xie, Xiuye; Tsuda, Emi; Santiago, José A.; 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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    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, Erhan
    Purpose: 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.
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    Transfer of content development across practica in physical education teacher education
    (Human Kinetics Publ Inc, 2018) Dervent, Fatih; Ward, Phillip; Devrilmez, Erhan; Tsuda, Emi
    Purpose: Instructional tasks are a form of content knowledge that can be defined as specialized content knowledge (SCK). We examined the changes in the use of instructional tasks and SCK index scores of preservice teachers from methods to final practicum. Method: Five preservice teachers were observed through the methods practicum where they taught a small group consisting of six to eight students and then through final practicum where they taught whole intact classes. A modified version of content development categories and formula to measure the depth of content development was used. SCK index scores of the preservice teachers created by the formula were used to compare the changes from methods with final practicum. Results: The results showed an increase in the mean SCK index scores of the preservice teachers from methods practicum to final practicum. The use of informing and extending-applying tasks decreased in the final practicum, while an increase occurred in the use of refining and applying tasks. Discussion/Conclusion: Increase in the mean SCK index scores seemed to reflect the strong SCK emphasis of the physical education teacher education program. It can be concluded that SCK can and should be taught to preservice teachers.
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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.