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201 Research on Physical Education Teacher Education

Wednesday, April 2, 2014: 3:15 PM-5:15 PM
Convention Center: 125–126
Research: N/A
Intended Audience: Post Secondary Instructor/Faculty
Presider: Phillip Ward, The Ohio State University, Columbus, OH
This session features oral presentation of research studies that explore physical education teacher education from various perspectives.
Students' First Year Teaching Concerns Across a PETE Program
LeAnn Kesselring, Mark A. Smith and Melissa A. Parker, University of Northern Colorado, Greeley, CO
Irish Preservice Teachers' Self-Efficacy Toward Teaching Children With Disabilities
Daniel W. Tindall, University of Limerick, Limerick, Ireland and Maeve S. Culhane, Erasmus Mundus Masters in Adapted Physical Activity (EMMAPA), CO. DONEGAL, Ireland
Preservice Teachers' Motivating Orientations and Self-Determination Toward Teaching
Haichun Sun1, Jianhua Shen2 and Weijin Shi2, (1)University of South Florida, Tampa, FL, (2)Shanghai Normal University, Shanghai, China
Fitness Testing in Physical Education, Teacher Education (PETE) Programs
Timothy M. Baghurst and Mwarumba Mwavita, Oklahoma State University, Stillwater, OK
The Influences of Theory and Practice: PETE Majors' Lived Experiences
David W. Chorney, University of Alberta, Edmonton, AB, Canada and Nicholas Forsberg, University of Regina, Regina, SK, Canada
Understanding Effective Teaching in Physical Education: From Preservice Teachers' Perspective
Jiling Liu, Ping Xiang, Susan Wagner and Ron McBride, Texas A&M University, College Station, TX
Perception Differences in Curriculum Between PETE Students and Induction Teachers
Chris R. Gentry, Julene M. Ensign, Tom N. Trendowski, Erika R. Hackman and Kim C. Graber, University of Illinois at Urbana–Champaign, Urbana, IL
Perceived Effectiveness of PETE in Preparing Teachers for CSPAP
Collin A. Webster1, Liana Webster1, Laura Russ2, Sergio Molina1, Jason Cribbs1 and Heesu Lee1, (1)University of South Carolina, Columbia, SC, (2)Georgia Regents University, Augusta, GA
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