This document summarizes research on teacher preparation for physical education, focusing on teachers' reflection, beliefs, and knowledge. It reviews literature from prominent 1990s researchers on common issues in physical education teacher education. These issues include the historical practices of teacher preparation programs as well as trends in researching teachers' reflections, beliefs, and knowledge. The document concludes by proposing promising directions for future research, such as examining the effects of teacher education reflection strategies and how teacher beliefs impact instruction.

1. Tsangaridou, N. (2009). Preparation of teachings for
teaching physical education in schools: Research on
teachers’ reflection, beliefs, and knowledge. In L.
Housner, M. Metzler, P. Schempp, & T. Templin,
(Eds.), Historic Traditions and Future Directions of
Research on Teaching and Teacher Education in
Physical Education (pp. 373-382). Morgantown, WV:
Fitness Information Technology.
Tyler Goad and Karl Zang

2. Type of/purpose of study
• Literature review of PETE research
– Prominent researchers in the field such as Siedentop,
Dodds, Locke, Sullivan, and Rink.
• Focus on common and prevalent issues from
1990s PETE Preparation and PE teacher
knowledge, beliefs, and reflections
• Identify methodological gaps in research and
propose future directions for research in PETE

3. Background and significance of
study…what did it report to add?
• Historical teacher preparation practices
– Admission standards/selection process
– Structure/content of curriculum
– Field experience
– Induction process
• Direction for future lines of research in
reflection, beliefs, and knowledge (RB&K)
relative to teachers and PETE

4. Methods/Analysis
• Nothing specific stated for selection of
discussed articles.
– Author referenced that it will be studies in the
1990’s that reviewed prominent issues in the field
(RB&K).
• Two main sections:
– Historical view point of teacher preparation
throughout 20th century
– Trends in PETE research: teachers’ RB&K

5. Analysis Methods
• Historical timeline:
– Liberal arts college degree
– Professional development
– Preservice, pedagogical studies
– Technical orientation of teaching
– Critical/social orientation curriculum reformation

6. Analysis Methods
• Teachers’ reflection, beliefs, and knowledge:
– Reflections more prevalent in reform movements
– Numerous reflection strategies developed
– Beliefs stressed for influences on teaching
behaviour
– Understand preconceived biases
– Multiple knowledge frameworks for PE training
– Pedagogy v. content v. expertise

7. Conclusions and future research
• Promising lines of future research
• Nothing in-depth or longitudinal yet, but the
need exists in the (then) current literature
• Improvements have been made to research
practices
– BUT still space for ‘more sophisticated and
programmatic research’

8. Conclusions and future research
• Reflection: Empirical based research
examining teacher education reflection
strategies.
• Beliefs: How they affect quality teaching/
strategies
– Challenge and transform teacher’s beliefs during
preparation programs.
• Knowledge: Teachers comprehension of
content.

9. Questions?
• Does this agree or disagree with what we’ve
already discussed in class?
– Your own views on PETE research?