Faculty Perspective Regarding Practical Experience of Adapted Physical Education for Undergraduate Students.

Preparing future physical education professionals to teach adapted physical education (APE) is a responsibility of physical education teacher education (PETE) programs. Furthermore, there is limited literature on practicum and/or field experiences as a part of APE courses from the perspective of faculty members. The purpose of this qualitative study was to explore faculty views in relation to the practical experiences in undergraduate APE courses. Structured interviews were conducted with faculty members of higher education institutions in the U.S. There were five study participants in this study. Thematic analysis was employed for data analysis. The findings included three subthemes: (a) quality of quantity, (b) need for diversity in practical experiences, and (c) practical experience pertaining to APE courses. Practical experience in APE courses is an integral part of professional preparation for undergraduate students in kinesiology programs. There are no exact criteria for requirements across the states; however, students could maximize their learning by engaging in diverse APE practicum settings. The instructor of APE courses should provide clear guidelines and feedback for students. Instructors of APE courses must also consider the institutional and environmental context prior to planning and implementing practical experiences to provide successful learning experiences for students.

"I hate that education is a business": Influence of occupational socialization on sport pedagogy doctoral students' intended PETE programs

Research on sport pedagogy doctoral students' (DSs') occupational socialization should improve understanding of their beliefs and espoused practices regarding physical education teacher education (PETE), how these beliefs and espoused practices were shaped, and facilitate improvements in graduate education. The purpose of this study, therefore, was to describe the influence of occupational socialization on the PETE programs sport pedagogy DSs intended to deliver once they began life as faculty members in universities and colleges. The specific research questions we sought to answer were as follows: (a) How did DSs intend to conduct PETE? and (b) How had DSs' views and beliefs regarding PETE been shaped by their occupational socialization? Participants were eight DSs located at four American universities. Data were collected with four interpretive techniques (formal and informal interviews, documents and artifacts, and a written outline of an ideal PETE program) and analyzed using analytic induction and constant comparison. DSs had conservative, liberal, and eclectic beliefs regarding PETE. They favored using elements from the behaviorist, traditional/craft, and critical-inquiry orientations to teacher education. The forces that shaped the DSs' views and beliefs were mostly similar to those described in previous research, although there were some new and nuanced findings. The study indicates the need for DSs to explore their own views regarding physical education and PETE and the forces that shaped their perspectives. [ FROM AUTHOR] Copyright of European Physical Education Review is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Examining online learning in K-12 online physical education and physical education teacher education during the COVID-19 pandemic

The arrival of the COVID-19 pandemic in March of 2020 upended various sectors of society across the globe. The educational sector was included in this. Schools and universities scrambled to adopt methods for teaching students remotely. Many with the necessary means and infrastructure turned to online teaching. This transition was particularly challenging in the physical education and physical education teacher education (PETE) fields, subjects that rely on experiential education and interpersonal socialization (Graham et al., 2020).Surprising to some, the concept of teaching physical education online was not created in reaction to the pandemic's arrival;it is a practice that has existed for more than 20 years (Daum & Buschner, 2018). As of 2016, 31 states allowed students to earn physical education credit through online courses (SHAPE America, 2016). Correspondingly, online physical education teacher preparation has witnessed similar growth over that time period (Mahar et al., 2014). While these practices have seen steady expansion over the past two decades, empirical research has lagged behind. This dissertation is founded on the idea that the experiences of physical educators and physical education teacher preparation programs during the COVID-19 pandemic can help inform these two fields in the future.This dissertation adopts the three-article dissertation format. Chapters 1-2 provide background information on the COVID-19 pandemic, online physical education and their intersection. Chapter 3 discusses the overall approach taken in this dissertation. Chapter 4 is the first empirical study. This study examines one university's PETE program's transition to online instruction at the onset of the pandemic. The perceptions of university faculty, university students and cooperating teachers are investigated.Chapter 5 is a second empirical study. It builds off the findings of Foye and Grenier (2021), which examined the experiences of fifteen K-12 physical educators teaching online in the spring of 2020. This follow-up study provides a longitudinal glimpse at these participants' experiences teaching online during the 2020-2021 school year, and compares and contrasts their perceptions of the two years. Chapter 6 is a manuscript that has been authored for a practitioner's journal. For this article, a wide range of articles related to online physical education during the COVID-19 pandemic were examined. The manuscript reveals trends related to the experiences of the participants in these studies and offers suggestions for online physical educators to implement in the future. The dissertation concludes with Chapter 7 which offers a reflection on this work. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Understanding and Learning to Do Teacher Education in an Introductory Methods Course

The development of a teacher educator requires a sustained, systematic, and critical inquiry into one's own practice. The purpose of this study was to explore how two doctoral students, in their first semester of doctoral study, understood how to do physical education teacher education in an introductory teaching method class, through the lens of socialization theory. This was a collaborative self-study using an interpretative phenomenological analysis. Three themes were identified. First, social justice and its sub-themes: (a) challenges in changing habited behaviors, (b) social justice issues embedded in the class material, and (c) understanding diversity, change, and the importance of adaptability. Second, practice-based teacher education and its two sub-themes: (a) alignment between theory and practice, and (b) core teaching practices. Third, adapting to the COVID-19 environment and sub-themes of: (a) environmental constraints, (b) improving while being online, and (c) creating a supportive and caring atmosphere in the breakout sessions. Our recommendations include using self-study as a tool to help doctoral students understand and do teacher education.