Document Type

Article

Publication Date

2026

Publication Title

Journal of Physical Education, Recreation & Dance

Abstract

This article shares a collaborative approach to refining an upper-level physical education teacher education seminar course. The primary goal of this refinement was to thoughtfully consider the existing course structure, content, and relevance to the evolving needs of schools. The approved course content focused on sociopolitical issues in education, strategies to navigate the complexities of professional roles in schools, and the transition into the teaching workforce. Through this process, the use of professional learning communities (PLCs) was considered as a viable approach to support preservice teachers’ learning and engagement in course content. Furthermore, by embedding PLCs into the course, the revision sought to enhance future educators’ readiness and thinking process for professional collaboration and the team-based dynamics they will encounter in school settings.

Funding Source

This article was published open access thanks to a transformative agreement between Milner Library and Taylor & Francis.

DOI

10.1080/07303084.2026.2721619

Comments

First published in Journal of Physical Education, Recreation & Dance (2026): https://doi.org/10.1080/07303084.2026.2721619

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