Physical education preservice teachers' perspectives on practice-based teacher education pedagogies: Teaching rehearsals and repeated teaching

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.