Emi Tsuda

Purpose : This study examined how physical education preservice teachers (PSTs) developed adaptive skills in the planning of the lessons in the 5 weeks of an introductory physical education method course using the practice-based teacher education framework. Method : Twenty-two PSTs edited three lesson plans over the 5 weeks. A total of 150 lesson plans were analyzed using descriptive statistics to explore (a) the total number of adaptations, (b) the total number of adaptations made to core practices, and (c) the types of adaptations. Findings : The PSTs made a wide-ranged number of adaptations from lesson plan one to three (one [median = 38.50, range 6–101]; two [median = 49.00, range 14–184]; three [median = 38.00, range 18–97]). They made adaptations most frequently in providing clear instruction and type two adaptations (refine). Conclusions : The results support the use of pedagogical approaches within the practice-based teacher education framework effective in developing PSTs’ adaptive competence in lesson plans.

The purpose of this study was to explore women physical education teacher education faculty’s experiences in Japan and the United States, using an exploratory descriptive case study design. The conceptual framework of the faculty’s job satisfaction underpinned the study. A criterion sampling approach was employed to recruit participants. In total, seven Japanese and eight U.S. women faculty members took part in the study. Data were collected from a survey and a semistructured interview. The semistructured interviews served as the primary source of data. The survey data were analyzed using descriptive statistics, and the frequency of the responses was calculated. An inductive thematic analysis was employed to analyze the interview responses. Triangulation, member checking, and peer debriefing ensured the trustworthiness of the data. Relative to overall job satisfaction, the U.S. faculty tend to have higher satisfaction levels in teaching achievement, research expectations, and research productivity compared to Japanese faculty. Four themes were identified from the interview responses: (a) persisting social norms and stereotypes toward women, (b) women’s representation matters, (c) juggling dual roles of being faculty and a mother, and (d) lack of support for mothers at work. This study provided the first evidence of women faculty members’ experiences and perspectives in the field of physical education teacher education in Japan and the United States. Continuous discussion and effort are crucial to creating a more inclusive and supportive environment for all.

Purpose : There is little known about the state of teacher education programs in this field. The aim of this article is to provide a descriptive analysis of physical education and health education teacher education programs in the United States. Method : Using published curriculums, a census of active undergraduate teacher education programs and a more in-depth analysis of one program from each state based on interviews with program coordinators was conducted. Findings : Data are reported across nine categories: (a) institution and program classifications, (b) degree designations, (c) degree and major’s hours, (d) enrollment, (e) program status and trends, (f) admission and graduation requirements, (g) curricular time, (h) faculty demographics, and (i) health education. Conclusions : The data show that there is a broad interpretation of what counts as physical and health teacher education in terms of curriculum, and there are significant and pressing challenges for the field to address moving forward.