Recently, there has been an increase in research on becoming teacher educators, yet little is known about becoming physical education teacher educators (PETE). Responding to concerns about the current state of doctoral PETE programs and inadequate preparation of novice teacher educators, this paper explores our transition from high school teaching…

Comparison of planning models taught in preservice physical education (theoretical) with those practiced in junior high school physical education (reality) indicated that the theoretical model focused on planning for student learning while the reality model focused on planning for teaching. Teachers' philosophies and student reactions were major…

Currently, the dominant approach in research on teaching in physical education (the objectivist, scientific approach) has failed to provide a solution to how its findings, which are embodied in theories, can bring about change in the curriculum. This approach is critiqued with reference to issues of strategy, power, and politicization. (IAH)

This issue is devoted to a monograph. Topics are teachers' perspectives; beliefs about teaching during preservice training; research use in practice; induction of physical educators; life histories of physical educators; linking educators, knowledge, and quality; the reciprocal nature of organizational structures and identity; faculty consensus…

A study of the impact of teacher education programs on 20 student teachers found that the degree to which students incorporated general pedagogical knowledge into teaching was contingent on placement, setting, support of the cooperating teacher, influence of pupils, and level the student teacher was teaching. Participants had greater difficulty…