000			01519nab a22001937i 4500
999			_c90749 _d90749
003			CITU
005			20250610095036.0
008			250610c2020 mdu|||p| |||| 00| 0 eng d
100	1		_aWard, Phillip. _eauthor
245	1	0	_aCore practices for preservice teachers in physical education teacher education / _cPhillip Ward, Kelsey Higginson, Kyuil Cho.
264		4	_c2020
520			_aThis article contributes to the ongoing discussion on practice-based teacher education in physical education teacher education (PETE) programs. In this article we situate core practices within the practice-based teacher education movement, define and describe core practices for physical education, and discuss how to use them in the PETE curriculum and in coursework. Defining the knowledge base of PETE, in this case in terms of core teaching practices, has several advantages. First, it creates a consensus on what is the knowledge base, which in turn can be refined or challenged. Second, it allows for a shared professional language to be used. Finally, it allows curriculum maps to be used to structure the intentional and detailed development of core practices across a PETE program.
650		0	_aPhysical education and training _xStudy and teaching.
650		0	_aPhysical education teachers _xTraining of.
700	1		_aHigginson, Kelsey. _eauthor
700	1		_aCho, Kyuil. _eauthor
773			_tJOPERD : The Journal of Physical Education, Recreation & Dance _gvol. 91, no. 5: (May/Jun. 2020), pages 37-42.
942			_2ddc _cART